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Digitized  by  the  Internet  Archive 

in  2008  with  funding  from 

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http://www.archive.org/details/beginnersreadingOOdavirich 


LIPPINCOTT'S    NEW    SERIES 


THE 


BEG- IN  NEK'S 


READING-BOOK. 


BY 


EBEN  H.  DAVIS,  A.M., 

SUPERINTENDENT  OF  SCHOOLS.   CHELSEA,   MASS. 


ILLUSTRATED. 


PHILADELPHIA: 

J.   B.    LIPPINCOTT    COMPANY. 


EDUCATION  DEPTf 

Copyright,  1889^  bya  J.  ]$.  Lippincot^, Company. 


PREFACE. 


A  First  Eeader  should  contain  a  great  many  very  easy 
lessons,  carefully  graded,  and  so  arranged  as  to  aid  sight 
and  memory,  since  these  powers  are  the  most  active  in 
the  process  of  learning  to  read.  The  style  should  be  nat- 
ural and  simple,  yet  never  in  conflict  with  good  English, 
and  the  sentences  or  paragraphs  short,  such  as  may  be 
apprehended  at  a  glance  before  utterance  begins.  This 
plan  should  continue  throughout  the  first  year,  in  order 
to  establish  the  habit  of  natural  and  fluent  sight-reading. 
After  a  few  months'  practice,  however,  long  sentences  may 
be  read  at  sight  with  little  effort,  if  divided  into  short  sec- 
tions at  natural  pauses,  each  section  occupying  a  separate 
line.  In  such  cases  the  pupils  should  read  each  section 
through  as  if  it  were  complete  in  itself,  then  combine 
the  parts  and  read  the  whole.  The  mind  is  thus  aided  to 
grasp  the  entire  thought  without  undue  effort,  and  with- 
out confusion.  Extensive  practice  with  easy  reading  is 
the  surest  and  quickest  way  of  laying  the  foundation  for 
intelligent  sight-reading  of  a  higher  grade. 

This  is  in  every  sense  a  reading-book,  whatever  wTould 
tend  to  interfere  with  the  legitimate  work  of  thought- 
getting  and  thought-expressing  having  been  carefully 
excluded.  The  design  is  to  show  forth  such  an  arrange- 
ment of  lessons  as  will  be  most  helpful  to  little  children. 
The  vocabulary  is  much  more  extensive  than  is  usually 
found  in  a  First  Eeader,  yet  the  lessons  are  so  graded  as 
to  form  a  standard  of  acquirement  which  the  children 
will  be  able  to  attain  in  their  first  year's  work.     Should 

M69895 


PREFACE. 


any  difficulty  be  experienced,  develop  some  of  the  words 
on  the  blackboard  in  original  sentences,  according  to  sug- 
gestions given  in  the  Teachers'  Edition  for  the  early  stages 
of  the  work. 

It  is  now  customary  in  all  good  schools  to  spend  more 
or  less  time  upon  blackboard  exercises  as  a  preparation  for 
the  reading-book.  The  Teachers'  Edition  offers  a  com- 
plete method  for  conducting  such  exercises,  which,  if  fol- 
lowed in  detail,  will  lead  to  results  that  will  be  surprising 
to  teachers  who  have  not  tried  it.  The  whole  plan  is 
founded  on  an  experience  of  many  years  in  the  school- 
room. 

The  introduction  of  Mother  Goose  Melodies,  so  delightful 
to  little  children,  is  in  accordance  with  a  definite  purpose 
to  furnish  a  series  of  reading-books  of  four  grades  only, 
each  containing  as"  much  of  classic  literature  as  the  con- 
ditions would  allow,  which  may  tend  to  the  development 
of  a  taste  for  good  reading  and  the  early  appreciation  of 
English  classics.  The  tendency  of  late  years  has  been  to 
underestimate  the  powers  of  children  in  this  direction. 

While  the  special  object  of  this  book  is  to  exemplify  a 
particular  method  of  teaching  reading,  it  is  equally  well 
adapted  to  any  of  the  various  processes  used  in  our  schools. 

Grateful  acknowledgment  is  hereby  made  to  Miss  May 
Stone,  a  teacher  of  large  experience  and  eminent  suc- 
cess, for  valuable  assistance,  and  to  Prof.  G.  L.  Farnham, 
formerly  Superintendent  of  Schools  at  Binghamton,  New 
York,  for  early  inspiration  in  the  thought  method. 


HOW  TO  TEACH  READING. 


Essentials. — The  crayon  and  blackboard,  script  or 
print  representations,  together  with  a  carefully  selected 
vocabulary,  are  recognized  as  essential  appliances  for 
teaching  the  first  stages  of  reading  preparatory  to  the 
introduction  of  books.  Script  is  far  preferable  to  print 
in  the  blackboard  exercises,  for  the  reason  that  it  is 
more  easily  and  rapidly  executed  and  acquaints  the 
pupil  with  a  form  of  representation  very  important  for 
him  to  learn ; — its  use  offers  little  impediment  to  the 
immediate  transition  to  the  printed  page. 

When  little  children  first  enter  school — at  five  years 
of  age,  we  will  suppose — they  have  already  learned 
how  to  use,  intelligently,  several  hundred  words  in 
conversation,  or  to  understand  their  meaning  as  they 
hear  others  use  them ;  it  is  the  teacher's  duty  to  make 
as  many  as  possible  of  these  wTords  recognizable  to  the 
eye  in  the  briefest  possible  time,  by  both  their  script 
and  their  print  representations,  in  such  manner  that 
they  may  be  read  as  easily  and  fluently  as  they  are 
uttered  in  conversation. 

Attention. — Before  reading  can  be  taught  success- 
fully, by  any  process,  it  is  necessary  to  engage  the  close 
attention  of  every  pupil  during  recitation.  Darwin 
tells  of  a  showman  who,  in  purchasing  monkeys  for 
exhibition,  was  in  the  habit  of  offering  double  the 
required  price  provided  he  might  take  several  on  trial 
for  one  week  and  select  such  as  he  desired.     He  gave 

vii 


viii  HOW  TO    TEACH  READING. 

as  a  reason,  that  in  a  week's  time  he  could  ascertain 
whether  he  should  be  able  to  hold  the  attention  of  the 
monkeys,  deeming  it  of  little  use  to  teach  those  that 
were  inattentive.  Children  are  not  wholly  unlike 
monkeys  in  this  respect;  but  the  teacher  cannot  ^s 
easily  make  a  selection,  and,  therefore,  must  devise 
means  to  compel  their  attention.  These  are  known  to 
her  who  has  given  the  subject  proper  consideration, 
but  the  advantages  resulting  from  the  division  of  a 
school  into  small  groups  may  not  be  as  well  appreciated. 
No  teacher  is  sufficiently  strong  or  magnetic  to  hold  the 
uninterrupted  attention  of  fifty  pupils  during  a  single 
recitation.  Experience  has  shown  that  ten  or  twelve 
children  grouped  by  themselves  are  as  many  as  can  be 
taught  at  one  time  with  best  advantage.  It  is  better 
for  them  to  stand  in  some  convenient  place  that  their 
attention  may  not  be  distracted  by  the  immediate 
surroundings. 

Outfit. — Every  school-room  needs  appliances  for  the 
first  stages  of  this  work,  which  are  inexpensive, — an 
outlay  of  a  few  dollars  being  sufficient  to  equip  a  whole 
school, — and  should  consist  of  objects,  picture-books 
with  easy  reading,  pieces  of  boards  seven  or  eight 
inches  square  and  perforated  with  holes  for  pegs  or  nails, 
bundles  of  worsted  a  few  inches  long  arranged  in  colors 
and  shades,  colored  paper  for  geometric  forms,  splints, 
etc.,  the  uses  of  which  will  be  explained  hereafter. 

The  objects  should  be  selected  with  reference  to 
representing  perfectly  the  object-words  of  the  vocabu- 
lary. They  will  arouse  the  dullest  child,  help  to 
establish  confidence  at  the  first  entrance  to  school, 
open  the  mind  and  heart  to  first  impressions,  and 
unloose  the  tongue. 


HOW   TO    TEACH  READING.  ix 

With  this  outfit  we  are  ready  for  the  work  of  teach- 
ing little  children  how  to  read. 

If  we  listen  to  their  conversation  while  at  play  or  in 
other  daily  experiences,  we  shall  often  hear  expressions 
of  true  eloquence,  with  inflections  and  emphasis  natural 
and  pleasing  to  the  ear.  Do  these  natural  utterances 
sound  aught  like  their  first  attempts  at  reading  ?  If 
otherwise,  you  may  be  sure  that  you  are  not  on  the 
right  track. 

It  is  altogether  possible — nay,  more,  it  is  the  duty 
of  the  teacher — to  continue  this  naturalness  and  elo- 
quence of  expression  from  the  very  outset.  How  may 
it  be  accomplished  ? 


PLAN  OF  "INSTRUCTION. 

We  will  suppose  the  teacher  has  before  her  a  school 
of  fifty  little  children  as  yet  untaught,  undisciplined, 
restless,  curious,  some  timid,  and  others  bold  and 
mischievous.  Each  has  a  slate  and  pencil,  which  are 
kept  on  the  desk  during  the  session,  except  when  the 
pupil  is  engaged  with  other  busy  work. 

Obedience. — The  first  lesson  is  on  obedience, — a  very 
important  one, — which  may  be  introduced  in  the  fol- 
lowing pleasing  manner : 

The  teacher,  taking  the  table-bell  in  her  hand,  says, 
"What  have  I?" 

Pupils:  "A  bell." 

Teacher :  "  Tell  me  something  about  the  bell." 

A  few  may  answer,  "A  bright  bell."  "A  large 
bell,"  etc. 

Teacher  :  "  Children,  can  you  all  talk?" 


HOW  TO    TEACH  READING. 


Pupils ;  "  Yes."  (A  few  may  answer  correctly, 
"  Yes,  ma'am.") 

Teacher  :  "  Can  this  bell  talk?" 

Pupils :  "  No,  ma'am." 

Teacher :  "  The  bell  has  a  tongue,  and  if  I  strike  it 
against  the  side,  thus,  it  talks  in  a  certain  way.  Lis- 
ten !"  (rings  the  bell  several  times.)  "  It  says  to  you, 
'  Keep  very  still ;'  and  now,  when  I  ring  it  again, «  You 
must  be  very  quiet.'  " 

The  children  are  quiet. 

Again,  the  teacher  says,  taking  the  bell,  "  The  bell 
is  to  tell  you,  this  time,  to  fold  your  hands,  thus :" 
(showing  them  how.)  The  teacher  rings  the  bell  again 
and  again  until  the  children  fold  and  unfold  their 
hands,  softly  and  promptly,  at  the  given  signal.  This 
exercise  is  repeated  at  intervals. 

The  teacher  then  gives  a  simple  exercise  for  the  use 
of  the  slate  and  pencil,  in  which  the  whole  school 
engages  and  in  which  the  lesson  of  obedience  is  again 
instilled.  She  then  divides  the  school  into  five  groups, 
of  ten  pupils  each,  just  as  comes  most  convenient;  later 
on  these  groups  are  formed  according  to  the  abilities 
of  the  children. 

To  teach  the  pupils  to  talk. — Near  the  teacher's 
desk  is  a  table  some  ten  feet  long  and  of  the  proper 
height,  on  which  is  a  box  of  toys  or  objects  consisting 
of  a  doll,  mat,  dog,  hen,  cup,  mug,  ball,  top,  cat,  fan, 
eggy  nest,  bell,  nut,  box,  bird,  cow,  horse,  axe,  apple, 
pitcher,  basket,  donkey,  etc.,  to  represent  the  object- 
words  which  are  to  be  used  in  the  first  reading  lessons. 
Care  is  taken  that  each  is  a  good  representation,  so  that 
there  may  be  no  hesitancy  in  naming  the  object. 

The  teacher  calls  a  group  around  the  table,  seats 


HOW  TO    TEACH  READING.  xi 

herself  in  their  midst,  and  opens  the  box.  Curiosity 
and  delight  are  depicted  on  their  faces.  The  purpose 
of  the  lesson  is  to  induce  each  to  talk,  and  for  several 
days  this  is  the  chief  aim.  The  objects  help  very 
much  to  draw  out  voluntary  expressions,  also  to  secure 
attention  and  win  confidence.  They  are  also  service- 
able in  teaching  the  uses  of  the  personal  pronouns,  and 
later  on  in  teaching  to  read.  As  soon  as  the  children 
acquire  sufficient  confidence  and  ability  to  talk  easily 
and  fluently  and  to  ask  questions, — in  a  few  days,  a 
week,  or,  in  some  exceptional  cases,  two  weeks, — they 
are  ready  to  read  from  the  blackboard  some  of  the 
simplest  expressions  they  have  been  taught  to  make. 

The  teacher,  now  seated  at  the  table  with  the  first 
group  before  her, — the  remainder  of  the  school  being 
engaged  with  slates, — takes  from  the  box  a  toy  horse 
and  proceeds  somewhat  in  this  manner : 

Teacher :  "  What  have  I  ?" 

Pupils  :  "  You  have  got  a  horse,"  or  perhaps,  simply, 
UA  horse." 

Teacher:  "Cannot  some  one  give  me  a  better 
answer?     I  do  not  like  the  word  got." 

Some  one  will  answer,  in  time,  just  as  desired,  "You 
have  a  horse." 

It  is  much  better,  when  possible,  to  draw  from  the 
pupils  the  desired  form  of  expression  than  to  tell  them. 
Patiently  and  judiciously  the  teacher  corrects  all  mis- 
takes, insisting  upon  full  sentences  in  every  effort. 

The  uses  of  the  pronouns  may  be  taught  thus : 

Teacher  (placing  the  horse  in  the  hands  of  one  of 
the  pupils) :  "  What  have  you  ?" 

Pupil :  "  I  have  a  horse." 

Teacher:  "Right." 


xii  HOW  TO    TEACH  READING. 

Then,  handing  the  object  to  each  of  the  children, 
severally,  she  elicits  the  same  expression,  "I  have  a 
horse." 

She  then  places  the  object  in  the  hands  of  two  chil- 
dren, each  taking  hold  of  it  at  the  same  time,  and  says 
to  them,  "  What  have  you  t" 

Together,  they  answer,  "  We  have  the  horse." 

Teacher  (the  two  children  still  holding  the  object) : 
"  What  have  these  two  children  ?" 

Pupils :  "  They  have  the  horse." 

Teacher  (handing  the  object  to  a  boy) :  "  Who  has 
the  horse  ?" 

Pupils  :  "He  has  the  horse." 

Teacher  (handing  it  to  a  girl) :  "  Who  has  the  horse 
now  ?" 

Pupils :  "  She  has  the  horse." 

Teacher :  "  Tell  me  her  name." 

Pupils :  "  Mary  has  the  horse." 

Teacher :  "  Tell  me  now  something  about  a  horse. 
What  has  a  horse  ?" 

Pupils :  "A  horse  has  a  head.  A  horse  has  two 
eyes.     A  horse  has  four  feet,"  etc. 

Every  answer  is  a  full  sentence,  it  will  be  remembered. 

Teacher  :  "  What  can  a  horse  do  ?" 

Pupils:  "A  horse  can  run.  A  horse  can  eat.  A 
horse  can  drink,"  etc. 

Teacher  :  "  Who  will  take  the  horse  and  tell  me  all 
about  it?" 

Some  one  in  the  class  volunteers,  takes  the  horse, 
and  says,  "  I  have  a  horse.  A  horse  has  a  mane.  A 
horse  has  a  nose,"  etc.,  touching  with  the  hand  the 
parts  named. 

This  is  sufficient  for  the  first  lesson,  which  has  been 


HOW  TO    TEACH  READING.  xiii 

taught  rapidly  and  with  considerable  enthusiasm.  The 
children  are  made  to  use  their  faculties  with  much 
energy  while  engaged  in  recitation,  the  duration  of 
which  never  exceeds  fifteen  minutes. 

The  next  lesson  is  a  repetition  of  the  first,  with  such 
additions  and  variations  as  the  occasion  suggests. 

The  next  step  may  introduce  the  use  of  possessives, 
and  may  be  presented  as  follows : 

An  object  is  taken  in  the  hand,  as  before. 

Teacher  :  "  Whose  horse  is  this  ?" 

Pupils :  *6  It  is  your  horse." 

Teacher  (handing  it  to  a  pupil  and  addressing  the 
person  who  has  the  horse) :  "  Whose  horse  is  it  now  ?" 

Pupil :  "  It  is  my  horse." 

Teacher  (placing  it  in  the  hands  of  two  children) : 
"  Now  whose  horse  is  it  ?" 

Pupils  :  "  It  is  our  horse." 

Teacher  (addressing  the  rest  of  the  class) :  "  Children, 
whose  horse  is  it  ?" 

Pupils  :  "  It  is  their  horse." 

Teacher  (handing  it  to  a  boy) :  "  Whose  horse  is  it 
now?" 

Pupils  :  "  It  is  his  horse." 

Teacher  (handing  it  to  a  girl) :  "  Whose  horse  is  it  ?" 

Pupils : 

"  It  is  her  horse." 

"  It  is  Sarah's  horse,"  etc. 

As  soon  as  the  children  are  able  to  talk  with  con- 
fidence they  may  be  induced  to  ask  questions  of  one 
another,  similar  to  those  of  the  teacher.  A  pupil  will 
take  an  object  and  say,  "  Can  a  horse  run  ?  Can  a 
horse  talk?  Has  a  horse  four  feet?"  etc.,  the  class  re- 
sponding promptly  and  correctly,  having  been  trained 


xiv  HOW  TO    TEACH  READING. 

not  to  interrupt  one  another.      The  same  animation 
and  enthusiasm  are  maintained  as  before. 

Each  of  the  five  groups  is  taught  in  the  same  way, 
one  lesson  each  session. 

Placing  the  class  in  groups. — In  four  or  five  days 
the  teacher  is  able  to  judge  of  the  abilities  of  the  dif- 
ferent pupils  so  as  to  reorganize  the  groups,  placing 
the  brightest  in  the  first  division,  and  so  on.  The 
second  and  third  will  very  nearly  equal  the  first,  but 
the  rest  will  develop  more  slowly.  One  advantage  of 
this  system  of  grouping  is  the  opportunity  it  affords 
for  advancing  pupils  naturally,  and  of  varying  the  in- 
struction to  meet  the  necessities  of  such  as  need  special 
attention. 

The  first  group  is  ready  to  read  script  sentences 
from  the  blackboard  in  four  or  five  days,  but  the  exer- 
cises with  table  and  objects  are  not  abandoned  for  a 
week  or  two  longer. 

What  to  do  with  pupils  not  in  recitation. — Before 
proceeding  to  the  next  step,  that  of  reading  from  the 
blackboard,  let  us  consider  a  few  of  the  ways  for  en- 
gaging the  attention  of  the  school  while  one  group  is 
reciting.  Ten  minutes  each  session  is  devoted  to  a 
lesson  in  writing.  The  teacher  writes  on  the  black- 
board, very  slowly,  some  simple  sentence,  as,  "  I  see  a 
man,"  etc.,  the  pupils  imitating,  or  trying  to  write 
just  as  she  does,  between  ruled  lines  on  slates.  They 
may  then  be  left  to  themselves,  and  will  be  kept  busy  a 
proper  length  of  time  repeating  the  copy.  Their  first 
efforts,  to  be  sure,  will  not  be  encouraging,  but  it  is 
astonishing  how  soon  the  characters  begin  to  assume 
form  and  meaning.  The  effect  is  somewhat  like  that 
produced  by  the  adjustment  of  a  field-  or  opera-glass, 


HOW  TO    TEACH  READING.  xv 

each  turn  of  the  screw  bringing  distant  objects  into 
definite  and  well-defined  outline,  only  the  process  is 
much  slower.  Each  step  in  knowledge  is  gained  by 
persistent  repetitions,  nor  will  the  tasks  weary  when 
enlivened  by  proper  changes.  All  busy  work  has  a 
definite  purpose,  combining  entertainment  with  in- 
struction. 

Children  will  entertain  themselves,  at  first,  with 
colored  sticks  and  splints  of  different  lengths,  which, 
later,  they  will  learn  to  arrange  in  definite  forms ;  dis- 
sected pictures  of  animals,  paper  triangles,  squares, 
and  other  forms  being  traced  around  with  pencil  on 
the  slate ;  pieces  of  white-wood  boards  several  inches 
square  with  one  hundred  holes  arranged  in  rows  of  ten 
each,  to  be  filled  with  colored  pegs  or  smooth  steel 
nails  an  inch  or  an  inch  and  a  half  long;  pin-cushions 
for  arranging  forms  with  pins ;  bunches  of  worsted, 
each  containing  duplicate  strands  of  the  primary  colors 
and  their  different  shades  which  are  to  be  separated 
and  matched, — all  of  which  will  furnish  sufficient  em- 
ployment, amusement,  and  instruction  at  the  outset. 

The  teacher  is  ever  on  the  alert  to  keep  her  school 
busily  employed,  whether  in  recitation  or  otherwise, 
for  this  is  the  secret  of  good  discipline  and  natural 
teaching. 

The  plan  of  inducing  children  to  talk  readily  and 
without  restraint  before  reading  from  the  blackboard 
is  an  exceedingly  important  one,  and  should  not  be 
neglected.  A  very  strong  point  is  always  gained  when 
we  can  make  the  pupils  talk,  whatever  the  exercise. 

Formation  of  vocabulary. — We  come  now  to  the 
formation  of  a  vocabulary  which  shall  consist  of  just 
the  words  we  wish  to  teach  before  the  introduction  to 


xvi  HOW  TO    TEACH  BEADING. 

books.  Their  number  depends  upon  the  time  we  ex- 
pect to  spend  with  blackboard  exercises.  Experience 
has  proved  that  five  months — twenty  weeks — may  be 
spent  very  profitably  in  this  kind  of  work  exclusively, 
with  the  warranted  expectation  of  greater  progress  and 
better  expression  in  the  subsequent  reading  from  books. 
Three  hundred  words  should  be  the  limit  of  vocabulary, 
for  only  the  brightest  children  will  be  able  to  learn  this 
number  so  as  to  read  them  in.  every  easy  combination. 
Except  that  it  is  very  desirable  to  have  some  uniform 
list,  arranged  in  natural  order  and  adapted  to  the 
capacity  of  pupils,  it  matters  little  whether  the  words 
be  of  easy  or  difficult  orthography,  provided  their  uses 
are  understood, — this  point  having  little  connection 
with  sight-reading. 

The  following  vocabulary  is  used  in  the  lessons  of 
the  reader,  with  additional  words,  thus  increasing  the 
value  of  this  system  of  teaching. 

FIRST    AND    SECOND    MONTHS. 

Object- words  (represented  and  taught  by  means  of 
objects  or  toys) : — Horse,  cow,  donkey,  dog,  hen,  nest, 
basket,  apple,  doll,  fan,  mug,  cat,  bird,  bell,  ball,  bat, 
top,  box,  axe,  cup,  jug,  egg,  rat,  pitcher, 

Have,  see,  has,  is,  put,  can,  will,  run,  bite. 

A,  an,  the,  red,  fat,  big,  little,  pretty. 

I,  it,  my,  me,  you,  yes,  no,  not,  in. 

THIRD    MONTH. 

Man,  boy,  girl,  lamb,  fox,  tail,  fur,  feathers,  wool, 
eye,  ear,  nose,  mouth,  head,  hair,  face,  hand,  feet, 
kitten,  squirrel,  chicken,  rabbit. 

Do,  did,  was,  are,  may,  fly,  lay,  play,  hit,  like,  spin, 
eat,  smell,  hear,  wash,  comb,  jump,  catch. 


HOW  TO    TEACH  READING.  xvii 

He,  she,  we,  our,  this,  that. 

One,  two,  three,  four,  five,  good,  bad,  new,  old, 
white,  black,  gray,  right,  left,  bushy. 

Here,  there,  where,  fast,  very,  too,  now,  ever,  and, 
on,  of,  to,  for,  with. 

FOURTH    MONTH. 

Tree,  leaves,  grass,  hay,  fish,  boat,  water,  book, 
slate,  desk,  chair,  floor,  pencil,  school,  teacher,  lady, 
gentleman,  papa,  mamma,  flower,  garden,  day,  night, 
bed,  morning,  evening,  Christmas,  Santa  Claus,  present. 

Be,  saw,  grow,  get,  make,  row,  swim,  read,  write,  go, 
say,  thank,  please,  love,  buy,  give,  gave,  should,  bring. 

Six,  seven,  eight,  nine,  ten,  green,  yellow,  brown, 
large,  small,  dark,  bright,  polite. 

Us,  your,  his,  her,  him,  they,  their. 

Yes,  sir;  yes,  ma'am;  no,  sir;  no,  ma'am;  why, 
when,  well,  at,  up,  0,  if,  always. 

Teach  sentences  inculcating  habits  of  politeness ;  as, 
"  I  say i  yes,  sir,'  to  a  gentleman ;"  u  I  say  '  yes,  ma'am,' 
to  a  lady;"  "When  I  go  to  bed  I  say  '  good- night;'  " 
I  always  say  '  thank  you'  and  '  if  you  please,' "  etc. 

FIFTH   MONTH. 

Brother,  sister,  baby,  house,  barn,  home,  yard,  street, 
summer,  winter,  snow,  ice,  pond,  hill,  sled,  sleigh, 
skates,  mittens,  hood,  fire,  stove,  wood,  coal,  sun,  moon, 
star,  sky,  rain,  wheel,  wagon,  clock,  time,  o'clock. 

Feel,  try,  help,  let,  live,  slide,  coast,  ride,  wear, 
shines,  laugh,  fall,  fell,  could,  burn,  ticks. 

Warm,  cold,  pleasant,  round,  hard,  soft,  sick,  happy, 
beautiful,  young,  kind,  cross,  clear,  blue,  glad,  great, 
long,  some,  any. 

Who,  where,  those,  these,  what. 


xviii  HOW  TO    TEACH  READING. 

By,  down,  into,  out,  over,  much,  how. 

Fifteen  proper  names  may  be  added,  as  desired,  to 
complete  the  list  of  three  hundred  words ;  or  others 
substituted  for  those  given. 

Use  the  plural  forms  of  any  of  the  words  and  change 
declarative  to  interrogative  sentences.  Reviews  are 
made  by  combining  new  words  with  such  as  have  been 
learned,  the  reviews  being  kept  up  throughout,  until 
all  the  words  are  easily  and  fluently  read  at  sight. 

First  lesson  in  reading". — Let  us  now  begin  our  first 
lesson  in  reading.  The  teacher  calls  the  first  group  of 
children  to  the  blackboard,  selects  an  object, — a  horse, 
for  instance, — holds  it  before  the  class,  and  says, 
"What  have  I?" 

Pupils  (very  promptly) :  "  You  have  a  horse." 

Teacher  (putting  the  horse  into  Harry's  hand) : 
"  What  have  you,  Harry  ?" 

Harry  :  "  I  have  a  horse." 

Teacher  (to  Harry) :  "  I  am  going  to  write  on  the  black- 
board what  you  have  just  said.     What  did  you  say  ?" 

Harry  repeats  in  a  clear  and  distinct  tone,  "  I  have  a 
horse." 

Teacher  :  "  Very  well !  Now  watch  me  as  I  write  it." 
(Writes  in  her  best  hand  the  sentence.) 

"  Now  can  you  read  it  ?" 

Harry  repeats  the  sentence. 

Teacher :  "  That  is  right,  only  I  want  you  to  use  the 
pointer,  this  time,  as  you  read,  just  as  I  do."  (Shows 
him  how.) 

Harry  takes  the  pointer  and  reads  the  sentence  boldly 
and  rapidly  (the  pointer  having  a  tendency  to  hasten 
the  delivery). 


HOW  TO    TEACH  BEADING.  xix 

Teacher :  "  Very  well,  indeed !  Who  else  can  read  it  ?" 

All  hands  are  quickly  raised,  and  each  child  in  turn 
is  allowed  to  read  the  sentence,  the  teacher  first  placing 
the  object  in  the  hand  of  the  one  who  is  to  read. 

Teacher  (slyly  taking  another  object  from  the  box 
near  at  hand) :  "  I  will  now  write  another  sentence 
and  see  who  is  going  to  read  it."  (Writes  "  I  have  a 
dog,"  directly  under  the  first  sentence.) 

Very  likely  some  bright  eyes  have  seen  the  move- 
ment as  well  as  the  object,  in  which  case  their  hands 
will  be  quickly  raised ;  but  if  otherwise,  she  slips  the 
dog  into  Mary's  hand  and  asks  her  to  read  the  sentence. 
She  takes  the  pointer  and  reads,  "  I  have  a  dog." 

Teacher :  "  Harry,  you  may  read  your  story  again." 

Harry  points  out  his  sentence  and  reads  it  again,  as 
correctly  as  before. 

Other  sentences  are  written  in  the  same  way,  under- 
neath, according  to  the  time  it  takes, — usually  not 
more  than  three  or  four,  at  first,  but  very  soon  giving 
as  many  sentences  as  there  are  pupils  in  the  group. 
Each  is  written  with  great  care,  both  as  to  the  position 
of  the  left  extremities  of  the  lines  and  as  to  the  hand- 
writing. Each  pupil  tries  to  remember  his  particular 
sentence,  which,  even  at  the  first  lesson,  and  before  the 
fifteen  minutes  have  expired,  one  or  more  may  be  able 
to  do. 

As  soon  as  all  are  able  to  find  their  sentences  readily, 
they  may  exchange  objects  with  one  another,  then  find 
and  read  the  sentence  corresponding  with  the  one  in 
hand.  (It  is  interesting  to  observe  the  eagerness  with 
which  some  children  seek  the  most  attractive  objects.) 
By  constantly  and  rapidly  changing  the  objects,  inter- 
est is  increased  and  attention  held  throughout. 


HOW  TO    TEACH  BEADING. 


As  soon  as  possible,  require  individuals  to  read  all 
the  sentences  on  the  blackboard — usually  ten — without 
the  object  in  hand.  This  feat  is  the  occasion  of  no 
little  delight. 

Recognizing  words  as  individuals. — We  next  re- 
quire the  pupil,  immediately  after  his  reading,  to  point 
out  the  object-word,  afterwards  the  remaining  words, 
rapidly.  (The  articles  a,  an,  and  the  are  never  pointed 
out  nor  pronounced  separately,  but  always  as  if  they 
were  a  part  of  the  word  following.)  Ten  of  the  object- 
words  are  quickly  learned,  and  the  succeeding  ten  in  a 
much  shorter  time.  The  moment  of  recognition  of  the 
thought  conveyed  by  the  words  may  be  noticed  by  a 
careful  observer  from  the  expression  of  the  eye  and 
countenance. 

Thus  far  we  have  used  only  "  I  have"  with  ten  object- 
words,  and  we  continue  with  this  combination  until 
the  twenty-four  are  learned ;  then  we  may  substitute 
the  verb  see  (or  it  may  be  substituted  earlier  if  desired). 
By  this  time  new  words  are  rapidly  learned,  and  a  few 
adjectives  are  added,  substituting  other  jffonouns  for 
"  I,"  until,  by  the  end  of  eight  weeks,  two,  and  perhaps 
three,  groups  have  mastered  the  whole  fifty,  reading 
them  in  very  short  and  easy  combinations.  It  is  a 
good  plan  to  keep  a  list  of  all  the  words,  as  fast  as 
they  are  learned,  in  some  convenient  place  upon  the 
blackboard,  and  to  apply  tests  through  frequent  reviews 
and  by  requiring  the  pupils  to  read  them  in  columns, 
up  and  down. 

The  pointer. — The  pointer  forms  a  very  important 
factor  in  learning  to  read,  and  is  never  discontinued 
during  the  blackboard  exercises.  As  it  must  continue 
moving  when  once  started,  the  pupil  cannot  commence 


MOW  TO    TEACH  READING.  xxi 

until  he  has  glanced  through  the  entire  sentence  (how- 
ever short  or  long)  and  taken  in  its  full  meaning, — a 
point  sometimes  not  gained  until  after  one  or  two 
years  in  school.  The  pointer,  therefore,  breaks  up  at 
once  all  hesitancy,  which  the  observant  teacher  never 
allows  to  appear  subsequently.  It  is  not  gracefully 
used  at  first,  but  is  of  so  great  importance  that  it  is 
advisable  not  to  check  a  child's  natural  impulse  by 
too  prematurely  correcting  his  awkwardness. 

Emphasis. — Emphasis  like  that  in  the  child's  con- 
versation, previously  alluded  to,  may  be  taught  in 
various  ways,  though  rarely  by  reading  for  the  pupil 
to  imitate.  By  repetitions,  by  various  forms  of  ques- 
tioning, by  calling  upon  one  and  another,  we  may 
always  obtain  just  the  expression  we  desire,  for  the 
children  are  very  apt  and  quick  to  detect  what  is 
wanted  of  them.  When  a  pupil  gives  the  correct  ex- 
pression, let  the  others  imitate  him  rather  than  the 
teacher  (whose  expressions  are  unnatural  in  children), 
if  you  would  have  natural  reading.  Emphasis  may 
be  taught  by  underlining  the  word  to  be  emphasized, 
though  this  should  be  cautiously  done  and  at  rare  in- 
tervals. For  instance,  it  is  easy  to  improve  expression 
by  writing  sentences  like  these : 

You  have  a  little  doll. 

You  have  a  little  doll. 

You  have  a  little  doll. 

You  have  a  little  doll. 

You  have  a  pretty  little  doll. 
Variety — Blackboard  -  drawings. — In  the  require- 
ments we  have  thus  far  made  of  the  pupils  no  step  is 
unintelligible  to  them.     To  be  sure,  they  do  not  recog- 
nize the  characters  at  first,  but  the  process  which  leads 


xxii  HOW  TO    TEACH  BEADING. 

to  the  recognition  is  understood  and  is  a  very  natural 
order  of  procedure,  keeps  the  class  ever  animated  and 
full  of  expectancy,  and  creates  a  desire  for  what  is  to 
follow.  The  lessons  are  not  distasteful  nor  overtaxing, 
but  rather  one  round  of  pleasure.  To  a  person  unac- 
quainted with  the  method,  and  ignorant  of  the  time 
required  for  developing  the  various  stages,  the  first 
lesson,  up  to  the  time  of  recognition  of  the  characters, 
may  not  seem  encouraging,  but  by  constant  repetitions 
all  will  come  out  right.  Make  the  sentences  very  short 
at  first,  but  gradually  lengthen  them  from  the  third 
month.  The  teacher  who  can  draw  rapidly  and  with 
a  fair  degree  of  accuracy  will  find  this  talent  exceed- 
ingly serviceable.  Through  it  she  will  discover  many 
ways  of  varying  the  exercises,  a  few  of  which  are  here 
noted.  She  may  draw  an  outline  of  a  basket,  write 
the  word  cat  inside,  and  elicit  the  expression,  "  I  see  a 
cat  in  a  basket."  She  may  draw  a  house,  an  animal, 
or  any  object,  and  call  forth  appropriate  expressions. 
Again,  she  may  write  a  sentence  expressing  some  action, 
requesting  the  pupil  to  perform  the  act,  as,  "  Put  the 
doll  in  a  box," — all  of  which  helps  to  intensify  the 
delight  which  the  children  derive  from  such  instruction. 
A  teacher  full  of  resources  and  tact  will  here  find 
ample  scope  for  her  talents,  and  will  advance  her 
pupils  at  the  same  time  at  a  pace  heretofore  unknown. 
Animation  and  enthusiasm. — As  soon  as  the  pupils 
begin  to  recognize  the  words  by  their  script  repre- 
sentations it  will  be  observed  that  they  are  following 
the  teacher  as  she  writes  them  upon  the  blackboard, 
with  closest  attention,  whispering  each  word  loud 
enough  to  be  distinctly  heard,  as  fast  as  it  is  written, 
— a  tendency  it  is  well  to  repress,  encouraging  silent 


HOW   TO    TEACH  READING.  xxiii 

recognition  instead, — and  manifesting  an  enthusiastic 
eagerness  to  read  the  sentence  when  completed.  This 
enthusiasm  is  shown  in  various  ways,  leading  to  great 
activity  in  the  children  ;  their  eyes  beaming,  hands  and 
feet  in  motion,  in  fact,  their  whole  bodies  swaying  and 
dancing*  with  interest  and  excitement.  These  healthful 
emotions  should  not  be  repressed,  but  encouraged,  yet  so 
regulated  as  naturally  and  gracefully  to  occur  at  the  exact 
moment  of  full  recognition,  thus  avoiding  any  semblance 
of  guess-work,  which  is  prohibited  from  the  outset. 

Relation  of  letters  to  words,  and  of  words  to  sen- 
tences.— Very  soon  the  children  evince  a  disposition 
to  analyze  the  sentences  they  see  written  on  the  black- 
board, and  intuitively  discover  that  not  only  are  they 
composed  of  words,  but  that  the  words  themselves  are 
made  up  of  letters.  Thus  they  learn  their  relations  and 
uses, — a  new  revelation  which  comes  without  special 
instruction  or  reference.  This  is  the  proper  time  to  call 
attention  to  them,  by  the  introduction  of  oral  spelling,  as- 
suming that  their  names  are  understood,  and  teaching  them 
in  due  order  in  the  writing  lessons  for  the  slate. 

Pupils  not  to  read  until  the  thought  is  understood. 
— The  pupils  are  not  called  upon  to  read  in  turn,  as 
this  interferes  with  that  constant  expectancy  which  gives 
life  and  energy  to  the  recitation,  and  recognizes  the 
principle  that  no  one  should  read  until  he  is  master  of 
the  thought;  they  will  manifest  their  readiness  by 
raising  the  hand.  Thus  it  will  not  be  difficult  to  elicit 
strong  emphasis,  accent,  or  earnestness  of  expression, 
which,  otherwise,  is  not  so  easily  obtained. 

The  sentences  written  on  the  blackboard  to  be 
models  of  good  English. — The  number  of  words  in 
the    vocabulary    affords    opportunity    for    an    endless 


xxiv  HOW  TO    TEACH  BEADING. 

variety  of  sentences.  Let  each  represent  a  real  picture 
and  in  good  English, — not  a  careless  combination  devoid 
of  sense  or  meaning.  Wit  and  humor  may  be  intro- 
duced, judiciously,  adding  interest  and  spice  to  the 
exercises.  Many  a  lesson  in  good  morals  and  manners 
may  likewise  be  presented  in  attractive  form  which  will 
make  a  lasting  impression. 

Transition  from  script  to  print. — If  twenty  weeks 
are  spent  in  learning  to  read  fluently  at  sight  from  the 
blackboard, — during  which  time  about  fifty  per  cent, 
of  the  pupils  will  learn  three  hundred  words,  others  two 
hundred, — good  habits  will  have  become  established 
and  much  greater  progress  be  made  than  if  readers  were 
taken  earlier.  The  transition  from  script  to  print  is 
easy  and  the  work  of  but  one  or  two  lessons.  When- 
ever a  word  is  not  recognized,  simply  write  it  on  the 
blackboard  in  script  and  the  resemblance  is  at  once 
noted. 

What  to  read  at  this  stage  is  an  important  question, 
which  can  easily  be  settled,  however,  by  a  choice  of 
books  which  contain  selections  or  pieces  similar  in  style 
to  the  blackboard  lessons.  Short  sentences  only,  con- 
sisting of  not  over  a  single  line,  are  best  adapted  to  the 
first  year's  work.  The  common  reading-book,  whether 
primer  or  first  reader,  is  usually  graded  too  abruptly 
to  be  read  in  course,  or  fully;  therefore  it  is  necessary 
to  make  appropriate  selections  from  several  books.* 

Neither  skill  nor  natural  expression  is  acquired  by 
the  study  of  a  few  pieces,  but  both  are  rather  the 
result  of  extensive  acquaintance  with  easy  matter. 

*Th'e  Header  which  accompanies  these  directions  is  carefully 
graded  for  first-year  work. 


HOW  TO    TEACH  READING.  xxv 

Reading-books  to  be  kept  in  the  teacher's  posses- 
sion until  read  through. — Let  the  lessons  be  read  but 
once,  or  twice  at  most,  and  allow  the  books  in  the 
hands  of  the  pupils  during  the  recitation  only;  this 
engages  closer  attention  and  awakens  livelier  interest 
than  if  they  were  read  in  advance;  but  when  com- 
pleted in  the  class  they  may  be  used  advantageously  at 
the  desk  or  in  the  home.  Small,  cheap  picture-books 
that  are  properly  graded  are  very  desirable  for  inde- 
pendent individual  reading,  and  may  be  given  out  as 
busy  work  and  taken  up  again  before  the  interest  di- 
minishes. 

Exceedingly  important  that  the  whole  thought  be 
pictured  in  the  mind  in  advance  of  its  utterance. — 
As  soon  as  a  group  is  called  out  for  recitation,  require 
each  period  to  be  read  in  silence  by  every  member, — 
sufficient  time  being  granted, — then  call  for  volunteers 
to  read  it  orally,  allowing  no  one  to  commence  until 
he  manifests  his  readiness ;  yet  give  all  an  opportunity 
during  every  exercise.  It  is  an  excellent  plan,  during 
the  first  year,  to  train  the  child  to  grasp  the  thought  at 
a  glance,  whether  the  sentence  be  long  or  short,  then 
give  the  oral  expression  wThile  either  looking  from  the 
book  or  closing  it  gracefully  by  the  side.  This  not 
only  induces  greater  naturalness,  more  intensity  of 
expression,  and  fluent  rendering,  but  strengthens  the 
memory  and  expands  the  mental  grasp.  It  likewise 
prevents  any  attempt  at  utterance  before  the  thought  is 
understood.  When  the  lesson  has  been  read  once  in 
this  manner  we  may  call  upon  the  class  individually 
to  read  the  whole  lesson.  During  the  second  and  the 
third  year,  it  is  better  for  the  pupils  to  read  a  whole 
paragraph  at  a  time  with  the  book  in  hand  and  with- 


xxvi  HOW  TO    TEACH  READING. 

out  looking  from  the  page,  unless  occasionally  at  a 
period. 

How  to  teach  spelling". — Before  commencing  a  new 
lesson,  write  all  new  or  difficult  words  on  the  black- 
board, covering  each  quickly  with  a  book  and  calling 
upon  some  one  to  spell  it  orally;  before  erased,  call 
for  original  sentences  which  may  show  the  right  use 
of  the  words.  Once  a  day  require  the  pupils  to  write 
all  the  most  difficult  words  in  blank-books,  and  once 
a  week  review  what  is  written  in  the  blank-books. 

This  is  one  of  the  best  ways  of  teaching  spelling, 
and  requires  not  more  than  five  minutes'  time  (except- 
ing the  written  spelling),  leaving  ten  for  the  reading. 
It  should  be  the  aim  to  have  every  word  understood 
both  as  to  its  orthography  and  its  definition  or  use,  but 
to  waste  no  time  on  familiar  words. 

Whenever  a  pupil  fails  to  do  acceptable  work  or  lags 
behind  his  class  he  should  be  placed  in  a  lower  grade 
with  easier  reading.  Likewise,  whenever  a  pupil 
shows  a  tendency  to  hesitate,  let  him  read  again  from 
the  blackboard  with  a  pointer,  or  with  the  book  closed. 

Do  not  accept  any  reading — at  least  do  not  pass  it 
by — until  the  expressions  are  just  right.  Exaggeration, 
even,  is  far  more  desirable  than  monotonous  reading, 
and  is  not  altogether  out  of  place  with  young  pupils. 

Facial  expression,  gesture,  movement  of  the  head, 
etc.,  are  legitimate,  exceedingly  enjoyable  to  children, 
and  very  easily  and  naturally  called  forth.  It  is  a  true 
principle  in  the  education  of  our  little  folks  to  require 
an  active  exercise  of  the  faculties,  doing  with  all  the 
might  for  a  short  time  only,  then  changing  to  some- 
thing lighter  and  easier. 


ALPHABET 


>2^ 

A    a  b       C    c 


D    d      E    e        F    f 


G-  g        H.h       I    i 


J    j         K  k       LI 


Mm      1ST    n      O  o 


ALPHABET 


8  S 


y 


^is 


P    p       Q    q       R    r 


T    t       U  u 


V  v        W  w       X  x 


Y  y        Z  z 


0 


1234567  890 


The  Beginner's  Reading -Book. 


I  see  a  horse 


I  have  a  horse. 


Have  you  a  horse? 


8 


LESSON  II 


LESSON    II 


A>^n^^d€^^^y^n^ 


I  can  see  a  cow. 


The  cow  can  see  me. 


Can  you  see  the  cow? 


< 


LESSON  III. 


LESSON    III. 


i^sy^?Pt^. 


See  my  big  clo< 


'/i^zn^/^z/. 


Have  you  a  big  clog? 


'^M^^^^yny. 


My  big  dog  can  bite, 


10 


LESSON  IV. 


LESSON     IV. 


'^£j/^Z/. 


This  is  a  fat  donkey. 


■/9W. 


You  have  no  donkey, 


^ 


-a/. 


No,  I  have  a  big  horse, 


LESSON   V. 


11 


LESSON    V. 


-^Jy^ay. 


This  is  a  hen. 


It  is  my  hen. 


'^Z/. 


x^z^J^ 


My  hen  has  a  nest. 


12 


LESSON   VI. 


LESSON    VI 


\^£Jy 


My  basket  is  full. 


You  can  see  the  apples 


Will  you  have  an  apple? 


LESSON   VII 


13 


LESSON    VII. 


'^J//^Z/. 


This  is  a  big  doll. 


-^^^A^/^u^. 


The  doll  has  a  pretty  fan. 


(j/^//?U7i/, 


>^^< 


Is  it  not  a  pretty  doll? 


P 


14 


LESSON   VIII. 


LESSON    VIII 


Will  you  have  the  mug? 


It  is  not  a  little  mug. 


Tom  has  a  pretty  mug. 


LESSON  IX. 


15 


LESSON    IX. 


Can  the  cat  see  the  bird? 


I  can  see  a  bell  on   the  cat. 


'/za<n/, 


The  cat  can  not  get  the  bird. 


16 


LESSON  X. 


LESSON    X. 


Frank  has  a  ball 


y 


'/Z>tZ^/^/k^slfL&'. 


He  can  hit  the  ball. 


Hit  the  ball  with  the  bat 


LESSON  XL 


17 


LESSON    XI 


i^^^/iaJy^y, 


'sU^s^fts 


Ned  has  a  little  red  top. 


:^k^^y. 


'^J^M^^/uJyyU^y, 


Ned  can  spin  his  red  top. 


He  can  spin  it  on  the  box, 


18 


LESSON  XII 


LESSON    XII 


This  boy  lias  an  axe. 

Can  he  cut  with  it  ? 

Yes,  he  can  cut  with  his  axe. 


LESSON  XIII. 


19 


LESSON     XIII. 


This  is  Harry. 
Harry  is  a  big  boy. 
He  has  a  pretty  basket. 
The  basket  is  full  of  eggs. 


I  saw  two  eggs. 
They  were  in  a  nest. 
A  fat  hen  saw  them. 
Did  you  see  the  fat  hen  ? 


20 


LESSON  XIV. 


LESSON     XIV. 


See  the  big  rat  run ! 
See  the  little  dog  run ! 
Let  me  see  you  run,  big  dog, 
Let  me  see  you  bite  the  rat. 


Will  the  dog  bite  the  rat  ? 
The  little  dog  will  bite  it. 
The  big  dog  will  not  bite  it. 
The  little  dog  is  my  dog. 


LESSONS  XV.,  XVL,  XVII.  21 

LESSON     XV. 

Frank  has  a  cat. 

It  is  in  the  basket. 

Do  you  see  the  basket  ? 

Oh,  yes;  I  see  the  basket. 

I  can  see  the  cat,  too. 

LESSON    XVI. 

Do  you  see  the  ball  ? 
Yes,  I  see  the  ball  and  bat. 
Do  not  hit  me,  Tom. 
Let  me  hit  the  ball. 
Let  me  have  the  bat. 

LESSON    XVII. 

I  see  a  rat  in  the  box. 

Will  it  bite  me  ? 

No,  it  will  not  bite  you. 

Is  it  a  big  rat  ? 

No,  it  is  a  little  rat. 


22  LESSONS  XVIIL,  XIX.,  XX. 

LESSON    XVIII. 

I  see  an  axe. 
May  I  have  it  ? 
No,  it  will  cut  you. 
I  will  not  let  it  cut  me. 
I  will  cut  the  log. 

LESSON    XIX. 

Do  you  have  a  mug  ? 
Do  you  have  a  jug  ? 
Do  you  have  a  fan  ? 
I  do  not  have  a  jug. 
I  have  a  mug  and  a  fan. 

LESSON    XX. 

Put  the  apple  in  the  basket, 
Put  the  bell  on  the  cow. 
Put  the  egg  in  the  nest. 
Put  the  bird  on  the  nest. 
Put  the  nest  in  the  tree. 


LESSONS  XXL,  XXIL,  XXIII.  23 

LESSON    XXI. 

I  see  a  tin  can. 

Can  yon  see  the  can  ? 

Yes,  I  can  see  a  can  and  a  pitcher. 

I  can  put  the  can  in  the  pitcher. 

Can  you  do  it  \ 

LESSON    XXII. 

Have  you  a  horse  ? 

Have  you  a  dog  ? 

Have  you  a  cow  ? 

Yes,  I  have  a  horse  and  a  dog. 

No,  I  have  no  cow. 

LESSON    XXIII. 

Is  it  a  bell  ? 

It  is  not  a  bell. 

Is  it  a  ball  ? 

It  is  a  ball. 

It  is  a  big  red  ball. 


24  LESSONS  XXIV.,  XXV.,  XXVI. 

LESSON    XXIV. 

Can  a  donkey  run  1     Yes. 
Can  a  cow  run  ?     Yes. 
Can  a  horse  run  ?     Yes. 
Have  you  a  donkey  ?     Yes, 
Have  you  a  horse  ?     Yes. 

LESSON    XXV. 

Is  it  a  nut  ?     No. 
Is  it  a  mat  ?     No. 
Is  it  a  top  1     No. 
Is  it  a  box  ?     No. 
Is  it  a  basket  ?     Yes. 

LESSON    XXVI. 

I  have  a  little  cup. 
You  have  a  little  saucer. 
Put  the  cup  in  the  saucer. 
You  may  have  the  cup. 
I  will  have  the  saucer. 


LANGUAGE  LESSONS. 


25 


26  LESSONS  XXVII,  XXVIII. 

LESSON    XXVII. 

I  have  a  doll. 
The  doll  has  a  fan. 
Have  you  a  mug  ? 
No,  I  have  a  jug. 
It  is  not  a  big  jug. 
It  is  a  little  jug. 
Can  you  see  my  jug  ? 


LESSON    XXVIII. 

The  boy  has  a  cap. 

Have  you  a  cap  ? 

No,  I  have  no  cap. 

I  have  a  hat. 

Has  the  boy  a  hat  ? 

Yes,  he  has  a  hat  and  a  cap. 

Let  me  see  the  hat  and  the  cap, 

I  will  have  a  cap  and  a  hat. 


.  LESSONS  XXIX.,  XXX  27 

LESSON    XXIX. 

I  am  a  girl. 

I  am  a  little  girl. 

See  my  pretty  doll. 

See  me  put  the  cap  on  the  doll. 

The  doll  can  not  see  me. 

I  can  see  the  doll. 

Can  you  see  the  cap  ? 

See  the  cap  on  the  pretty  doll. 


LESSON    XXX. 

It  is  a  big  cat. 

It  is  a  big  doll. 

The  cat  can  run. 

The  doll  can  not  run. 

Will  the  cat  bite  the  doll  1 

The  cat  is  on  the  mat. 

Pretty  cat,  can  you  bite  ? 

The  boy  and  girl  are  on  the  mat. 

Put  the  cup  and  mug  on  the  mat. 


28  LESSONS  XXXL,  XXXIL 

LESSON     XXXI. 

Run,  little  rat,  run. 

A  cat  will  eat  a  rat. 

Will  a  rat  bite  a  cat  ? 

Eat  the  rat,  pretty  cat. 

The  cat  and  the  rat  can  run. 

Can  the  girl  get  the  cup  ? 

The  girl  can  get  the  cup. 

She  can  get  the  cup  and  saucer. 

LESSON    XXXII. 

See  the  hen  on  the  nest. 

Is  the  nest  in  the  tree  ? 

No,  it  is  in  the  box. 

Little  red  hen,  can  you  see  me  ? 

Can  you  see  me,  I  say  1 

Have  you  an  egg  in  the  nest  ? 

Lay  a  big  white  egg  for  me. 

Lay  two  white  eggs  for  Ned  and  me, 

Ned,  you  may  have  the  eggs  to  eat 


LESSORS  XXXIII,  XXXIV.  29 


LESSON    XXXIII. 

See  the  nest. 

Is  the  bird  in  the  nest  ? 

Yes,  the  bird  is  in  the  bird's  nest. 

Is  the  bird's  nest  in  the  box  ? 

No,  the  bird's  nest  is  in  the  tree-top. 

The  pretty  bird  has  a  pretty  nest. 

Can  the  cat  catch  the  pretty  bird  ? 


LESSON    XXXIV. 

One,  two,  three ! 

Catch  me  if  you  can ! 

Catch  me,  Ned,  catch  me ! 

I  will  run  to  the  tree. 

Can  May  catch  Ned  ? 

Ned  can  catch  May. 

He  can  not  catch  me. 

Ned  has  a  cup  and  a  ball. 

The  ball  is  in  the  cup. 

Can  you  catch  the  ball  in  the  cup? 


30  LESSONS  XXXV.,  XXXVI. 

LESSON    XXXV. 

Can  you  see  my  hat  ? 

It  is  not  a  new  one. 

I  put  it  on  the  box. 

Old  cat,  have  you  had  my  hat  ? 

I  can  not  wear  my  new  hat. 

I  have  to  wear  my  old  one. 

Who  has  my  old  white  hat  1 

Oh,  I  see  it !     I  see  it ! 

It  is  in  the  big  basket. 

I  can  not  play  if  I  have  no  hat. 

LESSON    XXXVI. 

My  dog  is  a  good  dog. 

My  cat  is  a  good  cat. 

Tom  has  a  big,  fat  dog. 

My  dog  is  a  little  dog. 

I  love  my  dog  and  cat. 

My  dog  is  good  to  my  cat. 

My  cat  plays  with  my  dog. 

A  good  dog  will  not  bite  a  good  cat, 


LESSONS  XXXVIL,  XXXV1IL  31 

LESSON    XXXVII. 

Have  you  two  fans  ? 

Who  has  my  fan  ? 

Have  you  the  fan,  Roy  ? 

Has  Eva  the  fan  ? 

Some  one  has  my  fan. 

I  will  see  if  Alice  has  it. 

Yes,  Alice  has  my  pretty  fan. 

LESSON    XXXVIII. 

Dolls!  dolls!  dolls! 
Big  dolls  !     Little  dolls  ! 
Dolls  with  hats ! 
Dolls  with  fans ! 
Dolls  with  wax  heads ! 
Dolls  with  no  heads ! 
Pretty  wax  dolls ! 
Old  dolls  !     New  dolls  !      ■ 
Alice  plays  with  dolls. 
Can  you  see  Alice's  dolls  ? 
Alice  is  a  very  good  girl. 


32  LESSONS  XXXIX.,  XL. 

LESSON    XXXIX. 

See  the  red  apple. 
It  is  a  pretty  apple. 
It  is  a  big  apple,  too. 
I  like  red  apples. 
Is  this  one  for  me  1 
It  is  for  some  one. 
Who  can  it  be  ] 
Oh,  I  can  tell. 
It  is  for  the  baby. 

LESSON    XL. 

I  like  to  run. 

I  like  to  play. 

Some  boys  like  to  jump. 

Can  you  jump  ? 

Do  you  like  to  play  ? 

-You  can  not  see  me. 

I  am  in  the  big  basket. 

Baby  is  in  the  basket,  too. 

Pretty  little  baby,  I  love  you 


LESSONS  XLL,  XLII.  33 


LESSON    XLL 

Who  has  my  bat  ? 

I  had  a  pretty  reel  bat. 

Tom  has  a  bat,  too. 

Tom's  bat  is  a  live  bat. 

It  is  in  an  old  box. 

His  bat  can  catch  flies. 

My  bat  can  hit  a  ball. 

Tom's  bat  likes  to  eat  flies. 

Would  you  like  to  see  Tom's  bat  ? 

Would  you  like  to  see  it  eat  flies  I 

LESSON    XLII. 

A  bird  can  fly. 

A  bat  can  fly. 

A  fly  can  fly. 

Let  me  see  you  fly,  little  fly. 

Do  not  fly  upon  the  box. 

The  bat  will  eat  you  if  you  do. 

Fly  away,  little  fly,  fly  away ! 

I  would  not  let  the  bat  eat  me. 


34  LESSONS  XLIIL,  XLIV. 

LESSON    XLIIL 

Tell  me  your  name,  little  boy. 

Can  you  bat  a  ball  ? 

Can  you  spin  a  top  ? 

Can  you  catch  a  fly  ? 

Can  you  catch  a  horse  ? 

A  horse  can  run  fast. 

Can  you  run  fast  ? 

A  horse  can  run  very  fast. 

Can  you  run  very,  very  fast  ? 

LESSON    XLIV. 

My  name  is  Joe. 

I  can  bat  a  ball. 

I  can  spin  a  top. 

I  can  catch  a  fly. 

I  can  run  very  fast. 

I  can  not  catch  a  horse. 

I  can  catch  a  boy. 

I  can  play  catch  with  a  boy. 

I  can  do  all  this.      Can  you  ? 


lessons  xl  v.,  xl  vi.  35 

LESSON    XLV. 

Look !  look  !  look  ! 

See  my  top  spin ! 

Do  you  like  to  spin  a  top  ? 

My  top  is  not  a  very  big  one. 

It  is  not  a  very  little  one. 

Has  Rob  one  he  can  spin  ? 

No,  he  has  no  top,  now. 

He  lost  it  in  the  hay. 

I  will  let  Rob  have  one.    I  have  two. 

LESSON    XLVI. 

You  are  a  good  old  cow. 

Look  in  my  basket. 

I  have  some  hay  for  you. 

Do  you  not  see  it  ? 

Will  you  have  some  ? 

You  like  hay,  do  you  not  ? 

You  may  have  some  of  it. 

Yes,  you  may  have  all  of  it. 

You  can  eat  it  all,  can  you  not  ? 


36  LESSONS  XLVIL,  XLVIll. 

LESSON    XLVII. 

John  ran. 
He  ran  fast. 
He  ran  very  fast. 
Did  the  horse  run  ? 
Yes,  the  horse  ran. 
Did  John  catch  him  ? 
Yes,  he  did  catch  him. 
The  horse  likes  John. 
John  likes  the  horse. 

LESSON    XLVIII. 

Go  away  !     Go  away ! 

You  bad  boy,  go  away,  I  say. 

You  hurt  Emma  and  made  her  cry, 

You  should  not  hurt  a  little  girl. 

So,  go  away,  you  bad  boy ! 

I  do  not  love  you,  at  all. 

I  will  not  play  with  you,  now. 

I  will  love  you  when  you  are  good, 

No  one  can  love  a  bad  boy. 


LANGUAGE  LESSONS. 


37 


Mv 


X 


38  LESSONS  XLIX.,  L. 

LESSON    XLIX. 

This  is  my  jug. 

It  is  a  new  jug. 

This  mug  is  an  old  one. 

You  may  have  the  new  jug. 

I  will  play  with  the  old  mug, 

I  keep  my  things  in  this  box. 

Will  you  play  with  my  play-things  ? 

Yes,  I  would  like  to  play  with  them. 

You  have  very  pretty  play-things. 

LESSON    L. 

Here  are  four  nuts. 

Four  big  nuts  in  this  box. 

I  like  to  eat  nuts  and  apples. 

My  doll  can  not  eat  nuts. 

I  will  play  that  she  can. 

I  will  now  give  her  one. 

Here  is  a  nut  for  you,  little  doll. 

Let  me  see  you  eat  your  nut. 

Why  do  you  not  try  to  eat  it  ? 


LESSON  LL  39 


REVIEW. 


LESSON    LI. 

See  my  pretty  wax  doll ! 
Tom,  Tom,  get  it  for  me. 
Where  is  the  doll,  Alice  ? 
The  dog  has  my  best  doll. 
How  did  he  get  it  ? 
I  let  Mary  play  with  it. 
She  let  it  fall  on  the  floor. 
The  dog  ran  away  with  it. 
Oh,  do  get  it  for  me ! 
Look  !  see  the  dog  now. 
He  is  up  in  the  hay. 
Has  he  lost  the  doll,  Tom  ? 
Oh,  no ;  it  is  in  the  hay. 
Here  are  some  ecws,  too. 
Four,  five  white  eggs. 
Here,  Alice,  catch  your  doll. 


40  LESSON  LIL 


REVIEW. 


LESSON     LIL 

One,  two,  three,  four ! 

Catch  me,  if  you  can. 

See  how  fast  I  can  run ! 

Run,  Ned ;  run  and  catch  me. 

Ned  is  your  name,  is  it  not  ? 

No,  my  name  is  not  Ned. 

Then  it  is  Frank,  is  it  not  ? 

No,  Frank  is  not  my  name. 

Is  it  Harry  ?     No,  did  you  say  ? 

Let  me  see.     Is  it  George  ? 

Yes,  my  name  is  George. 

I  like  the  name  of  George. 

I  would  like  to  play  with  you. 

See  if  you  can  catch  me. 

Now,  I  will  try  to  catch  you. 

Is  that  your  little  dog  ? 

It  is  my  dog.     His  name  is  Hero, 

What  a  pretty  name  for  a  dog ! 


LESSON  LI1L  41 


REVIEW. 


LESSON    1*111. 

See  the  bat  fly. 
Catch 'him !  catch  him  ! 
Josie,  get  a  box  for  him. 
Oh,  we  cannot  catch  a  bat. 
What  do  we  see  in  the  apple-tree  ? 
It  is  a  nut-tree,  not  an  apple-tree. 
It  is  a  big  boy  in  the  tree. 
Will  he  get  some  nuts  for  us  ? 
I  would  like  some  good  nuts. 
No,  he  will  get  a  bird's  nest. 
The  bird's  nest  has  little  birds  in  it. 
Hear  the  old  bird  cry,  you  big  boy. 
You  should  not  get  the  bird's  nest. 
Fly  at  him,  big  birds ;  fly  at  him. 
You  love  your  dear  little  birds. 
How  would  you  like  it, 

if  you  were  one  of  the  little  birds, 

you  bad  boy  ? 


42  LESSON  LIV. 


REVIEW. 


LESSON    LIV. 

A  big  dog  sat  on  a  mat. 

A  fat  cat  sat  on  a  log. 

A  white  hen  sat  on  her  nest. 

A  little  baby  sat  on  the  floor. 

Joe  sat  up  in  the  tree-top. 

The  dog  and  the  cat  saw  him. 

So  did  the  baby  and  the  hen. 

Joe  could  see  them  all. 

He  loves  little  baby  Belle. 

He  jumps  down  to  play  with  her, 

He  gets  his  big  basket. 

It  is  full  of  play-things. 

Here  is  a  little  brown  jug. 

There  is  a  pretty  red  mug. 

See !   a  pitcher,  a  bell,  a  box, 

A  cup  and  saucer,  an  axe, 

A  rat,  a  bird,  a  horse,  a  cow, 

A  ball,  a  bat,  and  a  donkey. 


LANGUAGE  LESSONS. 


43 


44  LESSONS  LV.,  LVL 

LESSON    LV. 

Oh,  do  look  at  the  squirrel ! 
Where  is  he  ? 
He  is  in  that  tree. 
See  his  bright  eyes ! 
See  his  bushy  tail ! 
See  how  pretty  he  is ! 
He  has  a  nut  in  his  paws. 
Look  !   see  him  eat  the  nut. 
Ah !  he  sees  us  now. 

LESSON    LVI. 

Come  and  sit  on  the  hay. 

What  shall  we  do  there  ? 

We  will  sit  down  and  talk. 

We  can  tell  what  we  like  best, 
where  we  would  like  to  go, 
where  we  would  like  to  live, 
what  we  would  like  to  eat, 
and  what  we  would  like  to  wear 

Come,  Grace,  you  tell  first. 


LESSONS  LVIL,  LVIII.  45 

LESSON    LVII. 

I  have  two  hands. 
One  is  my  right  hand. 
One  is  my  left  hand. 
I  have  two  feet. 
One  is  my  right  foot. 
One  is  my  left  foot. 
Has  kittv  two  hands? 
Oh,  no !   she  has  no  hands. 
She  has  four  feet,  or  paws. 

LKSSON    LVIII. 

How  do  you  do,  kitty? 
Where  is  your  mamma  ? 
Has  she  run  away  from  you  ? 
Poor  little  kitty ! 
I  will  get  you  some-thing  to  eat. 
Is  your  mamma  good  to  you  ? 
Does  she  catch  mice  for  you  ? 
Let  me  pat  you,  kitty,  dear. 
You  are  a  good  little  kitten. 


46  LESSONS  LIX,  LX. 


LESSON    LIX. 

I  saw  the  hen. 

She  was  in  the  coop. 

I  saw  the  bird. 

It  was  in  the  cage. 

I  saw  the  rabbit. 

It  was  in  the  grass. 

I  saw  the  white  sheep. 

It  was  in  the  pen. 

I  saw  the  sly  old  fox. 

It  was  near  the  hen-coop. 

Where  was  I  ?     I  will  not  tell. 

LESSON    LX. 

The  fox  has  a  hen. 

He  is  a  sly  fox. 

He  will  eat  the  hen. 

He  will  have  her  for  his  dinner. 

See  how  her  feathers  fly ! 

Why  don't  you  fly  away,  old  hen  ? 

Poor  hen !  you  cannot  get  away. 


LESSONS  LXL,  LXIL  47 


LESSON    LXI. 

Here  is  a  little  pigeon. 
Its  tail  is  like  a  fan. 
We  call  it  a  fan-tail. 
I  will  see  if  I  can  catch  it. 
I  can  have  it  if  I  do. 
I  like  fan-tail  pigeons. 

LESSON    LXIL 

I  love  you,  pretty  sheep. 

I  wear  your  wool. 

It  is  in  my  cap. 

It  is  in  my  coat. 

I  thank  you  for  your  wool. 

It  looks  so  white. 

It  feels  so  soft. 

It  keeps  me  very  warm. 

I  .would  not  hurt  you. 

You  would  not  hurt  me,  I  know, 

May  I  not  pat  you  ? 

May  I  not  play  with  you  ? 


48 


LESSON  LXIII. 


LESSON     LXIII 


George  has  a  white  rabbit. 
Have  you  a  rabbit,  Grace  ? 
Yes,  but  my  rabbit  is  black. 
Papa  gave  him  to  me. 
Oh,  how  I  like  rabbits ! 
You  cannot  catch  him,  George. 
I  can  catch  him,  if  you  can. 
No,  he  will  run  away  from  you. 
He  likes  me,  and  I  can  catch  him 

and  put  him  in  a  basket. 
If  you  can  catch  him 

I  will  let  you  have  him. 


LESSON  LXIIL  49 


Alice  has  three  little  rabbits. 
One  is  a  little  black  rabbit. 
One  is  a  little  white  rabbit. 
One  is  black  and  white. 
My  rabbit  likes  to  run  and  jump. 
Do  not  let  the  dog  see  him. 
Why  not  ?     He  cannot  catch  him. 
The  name  of  my  rabbit  is  Bunny. 
If  I  say  "  Bunny,  Bunny,  Bunny/' 
he  will  run  to  me. 


I  see  with  my  eyes. 
I  hear  with  my  ears. 
I  eat  with  my  mouth. 
I  smell  with  my  nose. 
I  feel  with  my  hands. 
I  walk  with  my  feet. 
I  can  see,  smell,  and  feel. 
I  can  eat,  walk,  and  hear 


50 


LESSON  LXIV. 


LESSON    I.  XIV 


Let  us  play  with  our  dolls 
here  on  the  green  grass. 

Here  is  my  best  new  doll, 

and  there  is  your  pretty  doll, 

I  will  put  on  a  blue  dress, 
and  a  blue  hat  to  match  it, 
for  my  doll  has  blue  eyes. 

Your  dolly  will  look  best 
if  she  has  on  a  white  dress. 


LESSON  LXIV.  51 

Her  eyes  are  black,  you  see, 

and  she  will  look  pretty  in  white. 

What  is  your  doll's  name? 

Jane  Ann  ?     What  a  name  ! 

Here  come  Frank  and  George ! 

Shall  we  let  them  play  with  us  ? 

They  can  play  with  their  tops 
if  they  do  not  like  our  dolls. 

I  knowT  them.     They  are  good  boys. 


Little  boy  blue, 

Come  blow  your  horn ; 
The  sheep  is  in  the  meadow, 

The  cow  is  in  the  corn. 
Where  is  the  little  boy 

That  looks  after  the  sheep  ? 
He  is  under  the  hay-cock, 

Fast  asleep. 


52 


LESSON  LXV. 


LESSON     LXV 


IVA« 


i%  v*  vz 


^StiMM 


wv 


I  have  a  new  basket. 

See  it  in  my  hand. 

Tell  me  in  which  hand  it  is. 

It  is  in  your  left  hand. 

What  have  I  in  my  right  hand  ? 

You  have  a  box  in  your  right  hand. 

Tell  me  what  I  have  in  the  box. 

I  do  not  know.     I  cannot  tell. 

See  if  you  cannot  guess  it. 


LESSON  LXV.  53 


Is  it  a  ball  ?     It  is  not. 
Is  it  a  doll  ?     It  is  not  a  doll. 
Is  it  a  fan  ?     No  ;  guess  again. 
Is  it  some-thing  alive  1     It  is. 
Is  it  a  kitten  ?     It  is  not  a  kitten, 
Has  it  soft  fur  ?     It  has  no  fur. 
Has  it  two  eyes  and  four  feet  ? 
No,  it  has  two  eyes  and  two  feet. 
Can  it  run,  jump,  or  hop  ? 
It  can  run,  jump,  hop,  and  fly. 
Oh !  I  think  it  must  be  a  bird. 
Yes,  it  is  a  little  yellow  bird. 


Two  little  black-birds  sat  upon  a  hill, 
One  named  Jack,  the  other  named  Jill. 
Fly  away,  Jack ;  fly  away,  Jill ; 
Come  again,  Jack ;  come  again,  Jill. 


54 


LESSON  LXVI. 


LESSON    LXVI 


mr  4  \     F 


4^(A-^>^:,y 


Here  are  four  children, — 

Tom,  Grace,  Ida,  and  Edith. 

See  Tom  toss  the  ball. 

Catch  it,  Ida,  catch  it ! 

Now  toss  it  to  Edith. 

Edith,  toss  it  back  to  Tom. 

See  how  high  you  can  toss  it,  Tom 

Look  out,  here  it  comes ! 

Why  did  you  not  catch  it  ? 

There  !  now  you  have  it ! 


LESSON  LXVL  55 

Let  Grace  play  with  us. 
See  how  she  will  toss  the  ball ! 
She  can  toss  it  with  her  right  hand, 
and  catch  it  with  her  left  hand. 
She  can  catch  wTith  both  hands. 
Ida  and  Edith  use  two  hands. 
Tom  catch-es  in  his  right  hand. 
Oh,  it  is  such  fun  to  play  ball ! 


One  and  one  are  two. 
Two  and  one  are  three. 
Three  and  one  are  four. 
Four  and  one  are  five. 
Five  and  one  are  six. 
Six  and  one  are  seven. 
Seven  and  one  are  eight. 
Eight  and  one  are  nine. 
Nine  and  one  are  ten. 
Ten  and  one  are  eleven. 


56 


LESSON  LXVIL 


LESSON    LXVII. 


Here  is  a  fox !  a  sly  old  fox  ! 
He  has  a  big,  bushy  tail, 

sharp  teeth,  and  bright  eyes. 
He  is  after  the  pretty  chickens. 
Look  up,  little  chickens,  look  up  ! 
Do  you  not  see  that  big  old  fox  ? 
He  will  bite  your  yellow  wings, 

and  spoil  your  pretty  feathers. 
Look  up,  old  hen,  look  up  ! 

and  see  that  sly  old  fox. 
Take  good  care  of  your  little  ones. 


LESSON  LXVIL  57 

Why  do  you  not  look  up,  old  hen  ? 
Run  to  us,  little  chicks  !  run  to  us  ! 
We  will  take  good  care  of  you. 
The  big  dog  will  not  hurt  you. 
Why  must  a  fox  eat  a  fat  hen, 
or  a  pretty  little  baby  chicken  ? 


Once  I  saw  a  little  bird 

Come  hop,  hop,  hop ; 
So  I  cried,  "  Little  bird, 

Will  you  stop,  stop,  stop  V 
And  was  going  to  the  window 

To  say,  "  How  do  you  do  V 
But  he  shook  his  little  tail 

And  far  away  he  flew. 


58  LESSONS  ZJCVIIL,  LXIX. 

LESSON    LXVIII. 

Oh,  you  naughty,  naughty  girl ! 
How  did  you  tear  your  dress  ? 
It  was  such  a  pretty  dress ! 
It  was  your  new  dress,  too. 
What  will  mamma  say  ? 
She  is  such  a  kind  mamma, 

and  always  so  good  to  you  ! 
She  will  feel  very  sorry 

when  she  sees  her  little  girl. 

LESSON    LXIX. 

I  see  the  tear  in  my  dress. 
It  is  not  my  new  dress ; 

and  I  am  not  a  naughty  girl. 
Mamma  will  not  blame  me,  I  know. 
She  loves  me  too  much  for  that. 
I  shall  tell  her  how  it  was  done. 
Sometimes,  I  know,  I  am  naughty, 

but  I  have  been  good  to-day. 
I  did  not  tear  my  pretty  dress. 
Miss  Puss  did  it  with  her  sharp  claws. 


LESSONS  LXX,  LXXL  59 

LESSON    LXX. 

My  little  doll, 

I  must  wash  your  face, 

and  I  must  comb  your  hair. 
You  cannot  go  with  me 

if  you  are  not  clean. 
Look  at  my  face 

and  look  at  my  hands. 
See  how  clean  they  are  ! 
My  mamma  keeps  me  clean, 

so  I  must  keep  you  clean. 

LESSON      LXXI. 

Let  us  call  on  Rose ; 

she  is  my  play-mate. 
I  know  you  would  like  Rose. 
We  can  play  any-thing  you  like. 
She  has  some  very  pretty  dolls. 
You  must  take  care  of  your  fur  cloak. 
It  is  too  nice  to  wear  at  play. 
I  think  you  can  keep  it  clean. 


60  LESSONS  LXXIL,  LXXIIL 

LESSON    LXXII. 

Dick  is  a  gray  cat. 

He  is  a  dear  old  cat. 

He  has  a  rough  tongue. 

He  has  very  sharp  teeth. 

See  how  nice  and  clean  he  is ! 

Did  you  ever  see  him  wash  his  face? 

Did  you  ever  see  him  wash  his  paws? 

Do  you  hear  him  purr  now  ? 

How  many  toes  has  the  cat  ? 

Count  them,  and  see  if  you  can  tell. 

LESSON    LXXIIL 

I  love  little  pussy, 

Her  coat  is  so  warm, 
And  if  I  don't  hurt  her, 

Shell  do  me  no  harm. 
So  111  not  pull  her  tail, 

Nor  drive  her  away, 
But  pussy  and  I 

Very  gently  will  play. 


LESSONS  LXXIV.,  LXXV.  61 

LESSON    LXXIV. 

Little  boy,  little  boy, 

do  not  hurt  the  fly ! 
It  cannot  hurt  you. 
It  has  tiny  wings. 
It  has  six  little  legs. 
It  has  many  eyes. 
You  have  no  wings. 
You  have  but  two  legs. 
You  have  only  two  eyes. 
What  can  the  fly  do 

that  you  cannot  do  ? 
It  can  walk  on  the  floor. 
That  you  can  do. 
It  can  walk  on  the  wall. 
Ah !  that  you  cannot  do. 

LESSON    LXXV, 

Baby-bye,  here's  a  fly ; 
Let  us  watch  him,  you  and  I. 
How  he  crawls  on  the  walls ! 
Yet  he  never  falls. 


62  LESSONS  LXXVL,   L XX VII 

LESSON    LXXVI. 

Where  are  you,  little  boy  ? 
Here  I  am.      Can't  you  see  me  ? 
No,  I  cannot  see  you. 
Look  up  high  on  the  hay ! 
Oh,  there  you  are,  you  rogue ! 
Will  you  come  up  here,  too  ? 
No,  I  am  afraid  to  go  so  high. 
I  have  found  a  hen's  nest. 
There  are  five  white  eggs  in  it. 
I  will  put  them  in  my  hat. 
I  must  not  take  all  the  eggs. 
I  must  leave  one  for  a  nest-egg. 
I  wish  you  would  come  up  here 
and  help  me  get  the  eggs. 

LESSON    LXXVII. 

A  little  boy  went  into  a  barn 
And  lay  down  on  some  hay ; 

An  owl  came  out  and  flew  about, 
And  the  little  boy  ran  away. 


LESSON  LXXVIII. 


63 


LESSON    LXXVIII. 


-• 


/ 

wr  • 

I  am  going  to  the  barn 
to  look  for  some  chickens. 

It  is  three  weeks  to-day 
since  papa  set  the  hen. 

Oh,  here  you  are,  little  ones, 
on  the  nest  with  your  mamma ! 

Why  does  not  the  hen  feed  you  ? 

Old  hen,  I  will  feed  them  for  you. 

Do  see  the  little  chickens  eat ! 

Do  you  love  your  chickens,  old  hen  ? 

Why  don't  you  feed  them,  then  ? 

Run  away  from  the  nest,  little  dog  ! 

The  old  hen  will  fly  at  you. 


64  LESSONS  LXXVIIL,  LXXIX. 

You  sly  old  cat,  don't  come  near. 

You  cannot  have  the  chickens. 

You  would  eat  them  if  you  could. 

I  cannot  let  you  stay  here. 

There  were  ten  eggs  in  the  nest. 

Here  are  but  five  chickens. 

One  of  them  has  the  shell  on  its  back 

When  will  the  hen  leave  the  nest  ? 

I  wish  she  would  come  off  now ! 

You  dear  little  chickens, 
I  want  to  play  with  you 
and  take  you  in  my  hands. 


LESSON    LXXIX. 

Willy  boy,  Willy  boy, 

where  are  you  going  ? 
I  will  go  with  you,  if  I  may. 
I  am  ffoinff  to  the  meadows 

to  see  them  mowing. 
I  am  going  to  see  them  make  the  hay, 


LESSON  LXXX. 


65 


LESSON    LXXX 


Oh,  you  naughty  boy ! 
You  are  not  kind  to  puss. 
Why  did  you  hit  her  so  hard  ? 
You  hurt  her  and  made  her  run. 
Come  to  me,  little  pussy. 
Ned  shall  not  hit  you  again. 
I  will  be  good  and  kind  to  you. 
Come  here  to  me  !     That  is  right ! 
I  will  not  let  Ned  hurt  you. 


QQ  LESSON  LXXX. 

You  ran  after  his  ball. 

I  saw  you  try  to  play  with  it. 

Ned  was  very  un-kind  to  you. 

You  are  a  good  little  pussy. 

You  catch  all  the  mice. 

You  do  not  catch  the  little  birds. 

You  let  me  play  with  you, 

and  you  like  to  play  with  me. 
You  would  not  bite  nor  scratch 

any  one  who  treats  you  well. 
Ned  shall  not  treat  you  so  again. 
I  have  a  pretty  bird  in  the  cage. 
If  you  do  not  come  too  near, 

it  will  sing  for  you. 
Will  you  sing   little  bird  ? 
Will  you  let  pussy  hear  you  sing  ? 
She  shall  not  hurt  you. 
I  will  hold  her  in  my  lap. 


LESSON  LXXXL  67 


REVIEW. 


LESSON    LXXXL 

The  cat  has  four  paws. 
The  fox  has  a  bushy  tail. 
Hold  my  doll  in  your  lap. 
Have  you  a  white  pigeon? 
Bertha  ran  away  from  me. 
Come  and  eat  your  dinner. 
Is  there  one  for  each  of  us  ? 
The  squirrel  is  eating  a  nut. 
I  did  not  leave  my  hat  there. 
Will  the  dog  let  you  pat  him  ? 
Can  you  hear  that  loud  noise  ? 
Here  I  am.      Can  you  see  me  ? 
Here  are  the  sheep  in  the  pen. 
Do  you  hear  mamma  call  you  ? 
Baby  is  four  weeks  old,  to-day. 
Grace  is  playing  with  the  rabbit. 
See  the  bright  feather  on  the  hat. 
Here  is  the  little  lamb  with  its  mother. 


68  LESSON  LXXXIL 


REVIEW. 


LESSON    LXXXIL 

My  hands  are  clean. 
I  feel  very  warm  here. 
Be  kind  to  one  another. 
See  the  yellow  butterfly. 
I  shall  not  go  with  them. 
Be  gentle  with  each  other. 
Do  look  at  that  blackbird ! 
Do  you  know  how  to  sing  I 
Can  you  toss  the  ball  high  ? 
Why  was  Hero  in  the  coop  ? 
They  cannot  guess  my  name. 
Will  you  walk  fast  if  I  will  ? 
Oh,  how  did  I  tear  my  dress ! 
Sometimes  I  help  my  mamma. 
You  must  hear  me  when  I  call. 
You  must  not  blame  me  for  that. 
Jack  count-ed  the  gray  cat's  toes. 


LESSON  LXXXIII.  69 


REVIEW, 


LESSON    LXXXIII. 

Why  did  you  do  that  ? 
He  would  like  a  basket. 
See  the  stars  in  the  sky. 
I  had  such  a  good  apple. 
I  can  comb  my  own  hair. 
Edith  will  help  you  both. 
They  have  very  bright  eyes. 
They  have  not  called  for  us. 
The  robin  flew  into  the  cage. 
How  did  you  tear  your  coat  ? 
Does  every  one  treat  you  well  ? 
May  I  look  out  of  the  window  ? 
Are  you  afraid  of  me,  Charlie  1 
Where  did  you  buy  your  cloak  ? 
Did  you  ever  bite  your  tongue  ? 
I  will  buy  a  blue  and  a  red  box. 
Hear  the  cow  say,  "  M-o-o !  m-o-o." 
The  baby  cried  when  she  was  hurt. 


70  LESSON  LXXXIV.^ 


REVIEW. 


LESSON    LXXXIV, 

See  the  yellow  buttercups ! 
How  pretty  the  blue-bells  look ! 
How  many  wings  has  a  bird  ? . 
How  many  toes  has  a  dog  ? 
How  many  legs  has  a  fly  ? 
How  many  stars  in  the  sky  ? 
Do  you  see  that  red  bird-cage  ? 
Look  out  for  the  cow's  horns ! 
Count  the  chickens  in  the  coop. 
The  cat  has  a  rough  tongue. 
The  chicken  is  in  the  egg-shell. 
Papa  dear,  we  thank  you. 
Bunny  will  run  in  the  grass. 
I  went  away  with  mamma. 
This  little  girl  came  to  play,  too. 
May  I  walk  with  you,  Edith  ? 
Do  hear  that  old  gray  cat. 
The  horse  will  take  me  on  his  back. 


LESSON  LXXXY.  71 

REVIEW. 

LESSON    LXXXV, 

They  cannot  walk  so  far. 
We  cannot  do  without  her. 
Come  and  feed  the  tame  squirrel. 
You  rogue,  see  me  catch  you ! 
The  old  man  has  gray  hair. 
When  will  you  come  back  ? 
The  walls  are  very  white. 
Come,  little  bird,  sing  to  me. 
Do  not  go  too  near  the  horse. 
Mamma  will  come  without  papa. 
Do  not  be  rough  with  each  other. 
Puss,  I  wish  you  would  not  scratch  ! 
You  must  not  do  it  again,  Ida. 
Is  the  boy  on  the  hay,  asleep  ? 
Fly  your  kite  to  the  sky ! 
If  I  had  a  top  I  would  spin  it. 
I  will  now  eat  my  corn-ball. 
'Did  you  blow  that  horn  ? 


72  LESSONS  LXXXVL,  LXXXVII. 

LESSON     LXXXVL 

Red  leaves,  yellow  leaves, 

green  leaves,  bright  leaves ! 
How  they  fall  from  the  trees ! 
Now  they  dance  in  the  winds. 
Dance,  pretty  leaves,  dance. 
Bess  and  I  can  catch  you. 
How  you  fly  about  in  the  air ! 
I  have  you  !     Now  for  some  more  ! 
Leaves  are  so  pretty  to  press. 

LESSON    LXXXVII. 

Here  is  a  large  book, 

which  also  has  leaves. 
These  leaves  are  made  of  paper, 

and  have  pictures  on  them. 
Come,  let  us  look  at  them. 
Why,  how  many  we  find ! 
Can  you  read  in  a  book  ? 
Oh,  no !  I  am  not  old  enough. 
When  I  am  older  I  shall  read.    * 


LESSONS  LXXXVIIL,  LXXXIX.  73 

LESSON    LXXXYIII. 

How  tall  the  green  grass  is ! 
Very  soon  it  will  be  cut  down 

and  left  in  the  sun  to  dry. 
When  dry  it  is  called  hay. 
It  is  then  put  into  a  hay-cart 

and  sent  to  the  barn. 
Good  cow,  you  like  to  eat  the  hay. 
Old  horse,  you  like  to  eat  it,  too. 
Does  it  taste  as  good  to  you 

as  pie  and  cake  do  to  me  ? 

LESSON    LXXXIX, 

Here  is  a  toy  watch. 

It  has  a  paper  face. 

I  am  just  eight  years  old, 
and  in  four  years  from  now 
I  shall  be  old  enough,  I  think, 
to  have  a  real  watch. 


74  LESSONS  JCC,  XGL 

LESSON     XC. 

What  are  you  doing,  Master  Harry? 
You  should  sit  still  in  your  chair, 

and  not  play  in  school. 
You  may  come  to  my  desk. 
I  will  give  you  something  to  do. 
Please  take  this  read-ing  book 

and  look  over  this  lesson. 
Read  it  all  to  your-self,  first, 

then  read  it  a-loud  to  me. 

lesson   xci. 
Mamma  was  to  buy  me  a  new  cart, 

if  I  was  good  in  school. 
I  try  to  be  good,  but  find  it  hard 

to  sit  still  every  minute. 
I  hope  I  shall  get  the  cart,  to-day, 

so  that  my  sister  and  I 

may  have  it  to  play  with, 

as  soon  as  I  get  home. 


LESSONS  XCIL,  XGIIL  75 

LESSON    XCII. 

I  can  write.      Can  you  ? 
See  me  write  my  name. 
Here  it  is, — "  Percy  Brown/' 
I  wrote  this  with  a  sharp  pencil. 
My  sister  cannot  write  at  all. 
She  is  not  old  enough  yet. 
I  can  write  with  a  pen  just  as  well. 
I  hold  my  pen  in  my  right  hand. 
I  could  not  write  well  with  my  left. 
I  am  writing  now  on  a  slate, 

but  sometimes  I  write  on  paper. 
Do  you  write  with  your  right  hand  ? 

LESSON    XCIII. 

My  love  to  all  those  that  I  love. 
My  love  to  all  those  that  love  me. 
My  love  to  all  those 

that  love  those  that  I  love, 
And  to  those  that  love  those 

that  love  me. 


76  LESSONS  XCIY.,  XCY. 

LESSON    XCIV. 

See  the  men  cut  down  that  big  tree. 
Let  us  stop  and  see  it  fall. 
What  a  loud  noise  it  will  make ! 
I  would  not  like  to  be  very  near  it. 
The  axes  must  be  very  sharp 

to  cut  down  such  a  great  tree  as  that. 

LESSON    XCV. 

If  all  the  seas  were  one  sea, 
What  a  great  sea  that  would  be ! 
And  if  all  the  trees  were  one  tree, 
What  a  great  tree  that  would  be ! 
And  if  all  the  axes  were  one  axe, 
What  a  great  axe  that  would  be ! 
And  if  all  the  men  were  one  man, 
What  a  great  man  that  would  be ! 
And  if  the  great  man  took  the  great  a  xo 
And  cut  down  the  great  tree, 
And  let  it  fall  into  the  great  sea, 
What  a  great  splash  that  would  be ! 


LESSOR  XGVI.  77 

LESSON     XCVI. 

Here  are  some  gold  fishes 

in  this  big  round  glass. 
Let  us  watch  them  a  little  while 

and  find  out  how  they  swim. 
See  how  they  move  in  the  water, 

up  and  down  and  all  around. 
They  swim  with  their  tails  and  fins. 
A  boy  swims  with  his  arms  and  legs, 

and  is  always  very  care-ful 

to  keep  his  head  above  the  water. 
He  could  not  live  very  long 

with  his  head  under  the  water. 
I  think  I  should  be  afraid 

to  go  into  the  water, 

for  I  could  not  swim. 


Little  Tee  Wee 
Fell  into  the  sea. 
He  could  not  swim; 
That  ended  him. 


78  LESSONS  XCY1L,  XCVIIL 

LESSON     XCVII. 

Here  is  papa's  boat  on  the  sand. 
Come,  Emily,  let  us  get  in 

and  play  we  can  row. 
Here  are  the  oars  in  the  boat. 
You  take  one,  111  take  the  other. 
If  we  should  fall  out  of  the  boat 

we  shall  not  be  drowned, 

for  there  is  no  water. 
I  wish  papa  was  here 

to  give  us  a  real  boat-ride. 

LESSON    XCVIIL 

There  was  a  man  in  our  town, 

And  he  was  wondrous  wise; 
He  jumped  into  a  bram-ble-bush 

And  scratched  out  both  his  eyes. 
And  when  he  saw  his  eyes  were  out, 

With  all  his  might  and  main, 
He  jumped  into  another  bush, 

And  scratched  them  in  again. 


LESSONS  xcix.,  a  79 

LESSON    XCIX. 

See  that  poor  old  man ! 
How  white  his  hair  is, 

and  how  slow-ly  he  w^alks ! 
Perhaps  he  is  lame,  or  blind. 
Who  is  that  little  girl 

lead-ing  him  by  the  hand  ? 
She  seems  very  kind  to  him. 
Perhaps  she  is  his  grand-child. 
Do  you  think  he  is  blind  ? 
HowT  sad  I  should  feel 

if  I  could  not  see  ! 
Yet,  he  does  not  look  sad. 
He  looks  cheer-ful  and  happy. 

LESSON    C. 

It  is  better  to  be  good  than  bad. 
It  is  better  to  do  right  than  wrong. 
It  is  better  to  be  gentle  than  rough. 
It  is  better  to  be  kind  than  un-kind. 
Boys  and  girls,  you  know  all  this. 


80 


LESSON  CI 


LESSON    CI. 


Here  are  three  little  boys 

fish-ing  from  a  boat. 
If  they  cannot  swim 

they  should  be  very  care-ful 

how  they  use  the  boat. 
I  think  the  boys  under-stand  this, 

for  their  boat  is  near  the  shore, 

where  the  water  is  not  deep. 
They  have  a  fish-basket,  you  can  see, 

to  hold  the  fish-es  they  may  catch. 
You  can  see  one  of  the  oars,  also. 
One  boy  has  just  caught  a  fish, 

and  how  happy  he  seems  to  look ! 


LESSON  CI.  81 


But  he  does  not  stop  to  think 

how  the  poor  fish  may  feel. 
What  would  this  poor  fish  say 

if  it  could  talk  ? 
I  think  this  is  what  it  would  say: 

"Oh,  please  let  me  go,  little  boy; 
I  cannot  live  out  of  the  water. 

I  will  not  bite  your  hook  again, 
if  you  will  please  let  me  go. 

Oh,  do  let  me  go,  won't  you?" 


i?? 


God  made  the  little  fish-es, 

as  well  as  you  and  me. 
So,  when-ever  you  catch  a  fish 

please  do  not  hurt  it 

any  more  than  you  can  help. 
Do  not  harm,  just  for  sport, 

any  liv-ing  thing. 


82 


LESSON  OIL 


LESSON    til. 


Oh,  there  is  a  gray  squirrel ! 

Isn't  he  a  big  squirrel ! 

Where  is  he  1     Show  him  to  me. 

Oh,  I  see  him  !     Isn't  he  pretty  ! 

I  wish  I  could  catch  him,  George. 

He  does  not  seem  much  afraid  of  us. 

I  have  a  tame  gray  squirrel  at  home 
with  a  long  bushy  tail, 
just  like  this  one  in  the  tree. 

How  I  do  want  to  get  him,  George, 
to  put  in  the  cage  with  mine  ! 


LESSON  OIL  83 


My  squirrel  wash-es  his  face  and  paws 

just  as  pussy  wash-es  hers. 
He  runs  all  about  the  house, 

crawls  up-on  my  shoulders, 

hides  in  my  pock-et, 

and  is  very  play-ful. 
Pussy  often  catch-es  red  squirrels, 

but  never  harms  this  one. 
They  are  very  good  friends. 


Ding,  dong,  bell, 

Pussy's  in  the  well ! 

Who  put  her  in  ? 

Little  Tommy  Green. 

Who  pulled  her  out  ? 

Little  Johnny  Stout. 
What  a  naughty  boy  was  that, 
To  try  and  drown  poor  pussy  cat, 
Who  never  did  him  any  harm, 
But  killed  the  mice  in  his  father's  barn, 


84 


LESSON  CIIL 


LESSON    CIIL 


This  is  papa's  horse. 

I  know  he  is  a  gentle  horse, 

for  papa  often  puts  me  on  his  back. 
Would  you  not  like  to  get  on  his  back  ? 
You  would  not  be  afraid,  would  you  ? 
Papa  is  now  going  to  take  a  ride. 
Would  you  like  to  see  the  horse  trot  ? 
I  think  you  may  see  him  run, 

for  papa  sometimes  rides  very  fast. 
There  he  goes  now  on  horse-back ! 


LESSON  CIIL  85 


Come  out  to  the  stable  with  me 

and  see  our  other  horse. 
This  horse's  name  is  Major. 
Major  is  a  large  black  horse, 

and  he  does  all  the  hard  work. 
Papa  can  tell  how  old  Major  is 

by  open-ing  his  mouth 

and  look-ing  at  his  teeth. 
Guess  how  old  Major  is. 
Major  is  just  as  old  as  I  am. 
I  am  not  afraid  of  our  hors-es. 
Why,  I  go  into  their  stalls  every  day 

and  lead  them  out  to  drink0 
Do  you  want  to  lead  Major  out,  James? 
No,  I  thank  you ;  I  don't  care  to. 


Lucy  Lock-et  lost  her  pock-et, 
Kitty  Fish-er  found  it ; 

But  not  a  pen-ny  was  there  in  it, 
But  the  bind-ing  round  it. 


86 


LESSON  CIV. 


LESSON    CIV 


What  a  queer  horse  that  is ! 
What  large  ears  he  has ! 
What  a  strange  noise  he  makes ! 
Why,  Fred,  this  is  not  a  horse  ; 

it  is  my  sister's  donkey. 
She  drives  him  in  her  dog-cart, 

and  he  can  trot,  too. 
Did  you  never  see  a  donkey,  before? 
See  me  ride  him  horse-back. 
How  can  you  ride  horse-back 

if  you  have  no  horse  ? 


LESSON  CIV.  87 


If  that  is  a  donkey,  Harry, 
I  should  think  you  would  say, 
"See  me  ride  donkey-back." 

He  has  a  big  head  and  body 
for  such  little  legs  and  feet. 

Never  mind  his  head  and  feet. 

He  can  give  us  both  a  ride, 

and  you  may  get  up  behind  me. 

You  must  hold  on  to  my  shoulders 
while  I  make  him  trot. 

Now   hold  on.     Get    up,   donkey, 
get  up ! 


Toss  me  an  apple. 
Name  it,  if  you  please. 
I  will  count  the  seeds. 
There  are  one,  two, 

three,  four,  five  seeds  : — 
"One,  I  love;   two,  I  love; 

Three,  I  love,  I  say ; 
Four,  I  love  with  all  my  heart, 

Five,  I  cast  away." 


88  LESSOJSTS  CV.,  GVL 

LESSON    CY. 

I  am  a  little  fai-ry. 

I  live  in  a  cunning  box 

and  am  very  use-ful. 
I  drive  needles  in  and  out, 

and  help  the  ladies  sew. 
I  am  used  for  a  cap, 

and  shine  so  bright-ly 

they  call  me  "Silver-Cap." 

LESSON    CVI. 

I  have  lost  my  thimble,  Elsie, 

and  do  not  find  it. 
Let  me  look  for  you,  please, 

for  I  have  sharp  eyes,  you  know. 
You  often  ask  me  to  thread  a  needle 

when  the  light  is  dim. 
I  want  to  help  you  all  I  can. 
Ah !  here  is  your  thimble 

under  your  chair  on  the  floor. 
Now  let  me  put  it  on  your  fin-ger. 


LESSON  GVIL  89 


LESSON    CVII. 

We  have  played  long  enough; 

now  what  shall  we  do  next  ? 
Won't  you  tell  a  pretty  story,  Hattie  ? 
You  once  told  a  story  about  a  pussy, — 

how  her  coat  was  so  warm, 

and  if  you  did  not  hurt  her 

she  would  do  you  no  harm. 
Can  you  tell  another  story  like  it  ? 
I  did  not  tell  you  all  of  that  one. 
Will  you  have  the  rest  of  it  ? 
Oh,  yes ;  do  let  us  have  more  of  it. 
Well !  here  it  is  : 

"She  shall  sit  by  my  side, 
And  Til  give  her  some  food ; 

And  pussy  will  love  me 
Because  I  am  good. 

Ill  pat  little  pussy, 

And  then  she  will  purr, 

And  thus  show  her  thanks 
For  my  kind-ness  to  her." 
Now,  it  is  no  more  than  right 

for  you  to  tell  me  a  story. 


90  LESSONS   CVIIL,  CIX. 

LESSON      CVIII. 

Jennie  wants  to  sew. 
She  must  have  a  needle. 
This  one  is  too  small. 
She  wants  a  large  needle. 
Mamma  will  find  her  one. 
A  needle  has  but  one  eye, 

and  a  very  small  one  it  is. 
Jennie  has  two  large  eyes 

to  see  to  thread  her  needle. 


LESSON    CIX. 

"  See,  mamma,  'tis  half-past  eight, 
I  must  haste  or  I'll  be  late ; 
Teacher  says,  'Make  this  your  rule, 
Never  to  be  late  at  school.' 
Day  by  day  I'll  spell  and  read, 
And  my  teacher  try  to  heed; 
Bright-est  schol-ars,  as  a  rule, 
Never  come  late  to  school." 


LESSON  GX.  91 


REVIEW. 


ll. 


LESSON    CX. 

How  rough  the  pond  is  to-day ! 
That  glass  window  is  very  high. 
I  want  a  slate  and  a  sharp  pencil. 
That  fish  is  making  a  great  splash 
How  can  a  blind  girl  learn  to  read  ? 
The  stars  shine  like  silver  and  gold. 
This  little  fish  swims  round  and  round. 
Hang  this  pretty  picture  on  the  wall. 
How  many  apple-seeds  did  you  count? 
The  dry  leaves  are  dancing  in  the  air. 
The  birds'  wings  have  bright  feathers. 
Read  aloud  the  news  from  the  paper. 
Get  your  donkey-cart  out  of  the  way. 
This  is  a  blue  boat  and  has  four  oars. 
Sarah  is  reading  the  lesson  to  herself. 
Do  you  sit  still  in  school  every  minute? 
Let's  go  to  sleep  in  the  barn  on  the  hay. 
When  you  are  older  you  may  have  it. 


92  LESSON  CXI. 


REVIEW. 


LESSON    CXI. 

I  use  a  gold  pen  when  I  write. 
What  a  cheerful  and  happy  child ! 
Take  heed  of  what  you  are  doing. 
Isn't  that  poor  old  blind  man  lame  ? 
Please  taste  of  these  pies  and  cakes. 
My  brother  is  not  too  young  to  learn. 
Your  sister  goes  to  school  every  day. 
Please  give  me  that  large  picture-book. 
Does  he  understand  that  hard  lesson  ? 
We  must  drive  slowly  over  this  sand. 
James  caught  a  fish  with  his  fish-hook. 
Try  to  keep  your  head  above  water. 
Emily  fell  out  of  that  great  arm-chair. 
Perhaps  pussy  is  still  in  the  meadow. 
Percy's  cart  is  down  by  the  sea-shore. 
Shall  I  meet  Master  Brown  at  school  ? 
Lucy  is  just  eight  years  older  than  I. 


LESSON  GXIL  93 


REVIEW. 


LESSON     CXII. 

It  is  a  mile  to  our  school-house. 
Who  killed  the  poor  little  bird  ? 
I  must  mind  what  is  said  to  me. 
She  has  a  thimble  on  her  finger. 
God  gives  us  the  bright  sunshine. 
Thomas  has  a  real  watch  at  home. 
I  hope  Major  and  I  wTill  be  friends. 
A  red  squirrel  sits  on  his  shoulder. 
Do  you  like  these  reading-lessons  ? 
She  sent  her  love  to  all  her  friends, 
ril  put  the  penny  in  my  pocket-book. 
I  have  a  silver  watch.     Hear  it  tick. 
My  brother  will  be  here  in  ten  minutes. 
Boys  think  it  good  sport  to  go  fishing. 
This  pocket-book  has  a  dark  binding. 
See !     She  hides  the  locket  in  her  desk. 
John  is  not  afraid  of  the  deep  water. 
Sit  down  while  I  get  father's  supper. 


94  LESSONS  CXIIL,  CXIV. 

LESSON    CXIII. 

Mamma  says  it  is  bed-time 

and  I  must  say,  "  Good  night  I" 

So,  here's  a  kiss  for  you  all. 

I  am  not  at  all  sleepy. 

I  wish  I  could  sit  up  once 
just  as  long  as  I  please. 

Why  must  children  go  to  bed 
as  soon  as  it  is  evening  ? 

I  suppose  mammas  know  best. 

Good  night !  Wake  me  in  the  morning. 

J 

LESSON    CXIV. 

When  I  goto  bed  I  say,  "Good  night!" 
When  I  get  up  I  say,  "  Good  morning !" 
I  say,  "  thank  you,"  "  if  you  please," 

"yes,  ma'am,"  or  "no,  ma'am,"  to 

a  lady,  and  "yes,  sir,"  or  "  no,  sir," 

to  a  gentleman. 
I  will  always  be  polite 

to  every  one  I  meet. 


LESSON  CXV. 


95 


LESSON    CXV. 


H  .;   '    jVKl 


3  .   ^    r 


»         til*       ;/ 


Do  you  know  why  this  boy 

is  cry-ing  so  hard 

and  hold-ing  his  hand  ? 
He  has  cut  it  with  a  knife. 
His  papa  gave  him  a  new  one 

for  a  Christmas  present. 
He  was  very  care-less, 

like  many  other  boys. 
His  name  is  Charley  Black. 
The  knife  was  not  sharp, 

and  he  is  not  hurt  muchc 


96  LESSON  CXV. 


He  has  only  a  little  scratch, 

but  he  thinks  he  is  hurt. 
I  want  to  say  to  him, 

"  Do  not  cry  any  more, 

but  be  a  little  man. 
See  how  I  hold  the  knife. 
Now  you  try  once  more. 
Hold  it  just  as  I  did. 
Every  boy  who  has  a  knife 

should  learn  how  to  use  it. 
Next  time,  be  more  care-ful." 


"  Do  you  know  how  many  children 
Go  to  little  beds  at  night, 

And,  with-out  a  care  or  trouble, 
Wake  up  with  the  morning  bright  ? 

God  in  heaven  each  name  can  tell ; 

Knows  you,  too,  and  loves  you  well." 


LESSONS  CXVL,  CXVIL  97 

LESSON    CXVI. 

Come,  see  my  garden. 

I  made  it,  my-self. 

I  have  roses,  pansies,  tulips, 

tall  white  lilies,  and  sun-flowers. 
Are  they  not  beautiful  ? 
I  like  to  see  them  grow. 
I  am  all  the  more  glad 

that  the  flowers  are  my  own, 

for  I  can  give  them  away 

to  any  one  I  please. 


LESSON    CXVII. 

Two  legs  sat  upon  three  legs, 

With  one  leg  on  his  lap ; 

In  comes  four  legs 

And  runs  away  with  one  leg ; 

Up  jumps  two  legs, 

Catch-es  up  three  legs, 

And  makes  him  bring  one  leg  back, 


98 


LESSON  CXVlit 


LESSON    CXVIII. 


Christmas  has  come ! 
This  is  our  Christmas  tree. 
See  what  a  tall  tree  it  is 

and  how  full  of  nice  presents. 
There  are  some  for  mamma  and  papa, 

and  some  for  us  girls  and  boys. 
Papa  is  going  to  be  Santa  Claus, 

and  won't  he  look  funny ! 
Was  there  ever  a  real  Santa  Claus? 
Did  any  one  ever  see  him 

put-ting  presents  on  trees? 


LUSSOJ?  CXVI1L  99 

How  I  should  like  to  see  him 

with  his  long  white  hair, 

just  as  he  is  in  pictures ! 
How  can  he  carry  so  many  presents  ? 
He  must  be  a  kind  old  gentleman 

and  love  little  children  very  much. 
Here  comes  our  Santa  Claus 

with  more  presents  in  a  basket 

to  hang  on  our  Christmas  tree. 
What  will  we  do  with  so  many? 


A  jolly  old  fellow, 

Whose  hair  is  snow  white 

And  whose  little  bright  eyes  are  blue, 

Will  be  making  his  visits 

On  Christmas  night. 

Perhaps  he  will  call  on  you. 


100  LESSON  CXIX. 


REVIEW. 


LESSON    CXIX. 

I  wish  you  a  merry  Christmas. 
Give  these  roses  to  that  sick  boy. 
Speak  gently  to  those  around  you. 
Do  not  be  careless  in  what  you  do. 
I  often  wake  before  it  is  day-light. 
See  those  beautiful  tall  sun-flowers. 
She  has  no  trouble  with  her  lessons. 
I  always  say  "yes,  ma'am/'  to  a  lady. 
Mamma  says,  "Be  polite  to  everyone." 
Who  is  making  this  large  snow-man  ? 
Santa  Claus  will  bring  me  a  present. 
Beautiful  pansies  grow  in  my  garden. 
I  made  this  Christmas  present,  myself. 
Edith  is  too  sleepy  to  keep  awake  long. 
Good  night,  little  boy,  it  is  bed-time. 
Do  you  suppose  he  will  stop  crying? 
Whose  lilies  are  those  in  the  garden? 
Good  morning,  dear  mamma  and  papa ! 


LESSON  GXX.         .    '   ',\a      \§\ 


REVIEW. 


LESSON    CXX. 

I  have  a  knife  in  each  pocket. 
I  must  haste  or  I  shall  be  late. 
His  teacher  has  a  two-foot  rule. 
Two  of  us  can  ride  on  his  back. 
Please,  sir,  read  me  a  fairy  story. 
I  will  carry  him  something  to  eat. 
Did  you  ever  have  a  gold  thimble  ? 
Let  me  thread  your  needle,  mamma. 
James  rides  to  school  on  horse-back. 
That  poor  old  man  seems  to  be  sick. 
Jennie  will  visit  you  in  the  morning. 
My  needle-book  is  very  useful  to  me. 
Whenever  I  sew  I  use  a  large  needle. 
Fred  is  leading  the  horse  to  the  stable. 
Rest  yourself  a-while  under  this  tree. 
We  love  you  because  you  are  so  kind. 
What  a  queer  noise  a  donkey  makes ! 
You  must  not  be  cross  to  one  another. 


102 


LESSON  CXXL 


LESSON    CXXI 


It  is  time  Robbie  was  in  bed. 
The  cows  are  in  the  barn, 

the  pigs  are  fast  a-sleep, 

and  so  are  the  hens. 
And  where  is  my  little  Robbie  ? 
Come,  put  away  your  playthings. 
You  cannot  keep  your  eyes  open. 
You  have  played  all  the  day  long. 
You  are  as  sleep-y  as  you  can  be. 


LESSON  CXXL  103 


Wash  your  hands  and  brush  your  teeth, 

and  say  to  all,  "Good  night." 
Before  you  jump  into  bed 

you  must  say  your  prayers  : — 
"Now  I  lay  me  down  to  sleep, 
I  pray  thee,  Lord,  my  soul  to  keep ; 
If  I  should  die  before  I  wake, 
I  pray  thee,  Lord,  my  soul  to  take." 
Good  night,  mamma ;  good  night,  papa. 
Good  night,  dear  little  boy. 
God  bless  and  keep  you  safe 
through  all  the  night. 


"  When  I  run  about  all  day, 
When  I  kneel  at  night  to  pray, 

God  sees. 
Need  I  ever  know  a  fear  ? 
Night  and  day  my  Father's  near, — 

God  sees," 


104 


LESSON  GXXII. 


LESSON    cxxn 


Good  morning,  my  little  girl. 
It  is  time  for  you  to  get  up 

and  come  to  your  breakfast. 
The  little  birds  in  the  trees 

and  the  cows  and  pigs  and  hens 

have  all  had  their  breakfast. 
Have  you  slept  through  all  the  night  ? 
Wake  up,  wake  up,  my  darling ! 
Oh,  I  am  so  sleep-y,  mamma, 

I  cannot  open  my  eyes ! 
In  a  minute  I  shall  be  a-wake ; 

then  I  will  get  up. 


LESSON  CXXIL  105 


I  will  wash  my  face  and  hands 
and  go  down  at  once. 

You  need  not  wait  for  me,  mamma, 
for  I  can  dress  my-self. 

Oh,  dear  !  how  sleep-y  I  am  ! 
but  I  must  get  up  now 
and  not  keep  you  wait-ing. 

I  love  you,  you  dear  mamma. 

God  has  kept  me  safe  all  night, 
and  I  will  kneel  at  my  bed 
to  thank  Him  for  his  care. 


"I  thank  thee,  Lord,  for  quiet  rest, 

And  for  thy  care  of  me ; 
Oh,  let  me  through  this  day  be  blest, 

And  kept  from  harm  by  thee. 
Oh,  let  me  thank  thee ;  kind  thou  art 

To  children  such  as  I; 
Give  me  a  gentle,  lov-ing  heart; 

Be  thou  my  Friend  on  high." 


106 


LESSON  CXXIIL 


LESSON     CXXIIL 


Good  morning,  busy  bees. 

We  have  come  to  see  you, — 
where  and  how  you  live, 
and  how  you  make  honey. 

We  have  seen  you  on  the  flowers. 

Tell  us  how  you  make  your  honey 
and  your  little  cells. 

We  dare  not  look  into  your  hive, 
nor  go  too  near  it, 
for  fear  you  will  sting  us. 


LESSON  CXXIIL  107 

Why  are  you  so  busy  all  the  time, 

and  why  do  you  never  stop  to  rest  ? 
We  like  to  eat  your  sweet  honey, 

but  we  would  not  rob  you. 
If  you  have  more  than  you  need, 

I  think  we  would  take  some, 

if  we  knew  how  to  get  it. 
You  do  not  try  to  sting  us 

as  we  stand  watch-ing  you 

20-ino;  in  and  out. 
You  do  not  even  seem  to  know 

that  we  are  stand-ing  here, 
You  keep  right  on  with  your  work 

just  as  if  you  did  not  see  us. 
Papa  knows  how  to  get  the  honey. 


Do  all  the  good  you  can, 
In  all  the  ways  you  can, 
To  all  the  people  you  can, 
Just  as  long  as  you  can. 


108  LESSON  CXXIV. 

LESSON    CXXIV. 

Where  is  the  beautiful  sky  ? 
Has  it  all  gone  away  1 
Will  it  not  come  again  ? 
How  dark  it  is,  every-where ! 
Oh,  it  is  only  a  black  cloud 
which  hides  the  blue  sky. 
Soon  you  will  see  the  rain  fall. 
I  hear  it  now  on  the  roof. 
Now  it  comes  fast  and  fast-er. 
Hear  it  pat-ter  on  the  roof. 
Pat-ter,  pat-ter,  gentle  rain, 
Grent-ly  pat-ter,  gentle  rain. 
Soon  you  will  see  the  blue  sky  again. 


A  little  star  and  a  pretty  cloud 
Played  hide  and  seek  to-gether, 

And  boys  and  girls  looked  up  and  said, 
"What  very  pleasant  weather!" 


LESSON  cxxr.  109 


LESSON    CXXV, 

Come  and  get  your  skates 

and  well  go  down  to  the  pond. 

Shall  we  take  our  sleds,  also, 
and  coast  down  the  hill  ? 

Here  we  are!  My  hands  are  cold. 

Why  don't  you  put  on  your  mittens  ? 

I  will,  when  I  put  on  my  skates. 

Now  see  who  can  go  the  fast-er ! 

Here  we  go,  up  and  down  the  pond ! 

Look  out !   don't  fall  into  that  hole ! 

Are  you  not  glad  it  is  winter  ? 

Yes,  but  I  wish  it  was  not  so  cold ! 

Let  us  make  a  fire  here  on  the  ice. 

There  is  some  wood  near  the  shore. 

What  time  must  you  be  at  home  ? 

I  must  be  at  home  by  five  o'clock. 

I  have  my  watch  with  me, 

and  it  is  only  three  o'clock  now. 

Let  us  get  the  wood  and  make  the  fire. 


110  LESSON  CXXVL 


LESSON    CXXVL 

Get  your  hood  and  mittens, 
for  the  sleigh  is  at  the  door. 

You  must  dress  very  warm. 

You  will  need  your  fur  cloak. 

May  Dick  tie  his  sled  behind  ? 

No,  I  am  afraid  he  would  fall  off. 

He  may  get  into  the  sleigh 

and  drive  the  horse  if  he  wish-es. 

We  are  go-ing  to  buy  some  coal 
to  send  to  some  poor  people 
who  live  a  mile  or  two  away. 

How  thank-ful  you  should  feel 
for  stoves  to  keep  you  warm 
and  coal  and  wood  to  burn! 

How  thank-ful  that  we  have  enough 
and  to  spare  for  others ! 

Giv-ing  to  those  who  are  poor 
not  only  makes  them  happy, 
but  makes  us  happy,  too. 


LESSONS  CXXY1L,  CXXVIIL  \\\ 

LESSON    CXXVII. 

Good  evening,  auntie  !  here  I  am ! 
Why,  this  is  Helen  !     How  do  you  do  ? 
I  am  very  well,  I  thank  you. 
How  is  mamma,  and  how  is  papa  ? 
They  are  very  well,  I  thank  you. 
Have  you  come  to  visit  Ruth? 
Yes,  ma'am.     Is  she  at  home  ? 
No,  dear,  but  she  will  be,  soon. 
Will  you  come  in  and  wait  ? 
If  you  please,  I  will. 

LESSON    CXXVIIL 

Will  you  please  show  me  the  well  ? 
I  wish  for  a  drink  of  cold  water. 
It  is  in  that  little  well-house. 
Here  is  a  mug  for  you  to  drink  from. 
Thank  you.     Shall  I  bring  you  some  ? 
If  you  please,  I  would  like  some. 
How  cool  and  clear  this  water  is, 
and  what  a  cunning  well-house ! 


112  LESSON  CXXIX. 


LESSON    CXXIX. 

Rain  !  rain  !  how  it  rains  ! 
The  grass  is  all  wet, 

and  we  cannot  go  out  to-day. 
I  wish  it  would  clear  off 

and  the  bright  sun  shine  out, 

for  cousin  Kate  is  corn-ins;. 
But  it's  no  use  to  cry  or  fret. 
Rain  is  good  for  the  flowers. 
Let  us  think  what  we  can  do. 
There's  the  clock  on  the  wall. 
Who  can  tell  the  time  of  day  ? 
The  long  hand  points  to  six, 

the  short  hand  a  little  past  one. 
Who  will  tell  what  time  it  is  ? 
I  know:  it  is  just  half-past  one. 


The  mouse  ran  up  the  clock, 
The  clock  struck  one, 
And  down  he  run. 


LESSON  CXXX.  113 

LESSON    CXXX. 

I  have  a  cunning  wagon 

with  four  little  wTheels. 
I  drive  a  little  horse 

with  pat-ter-ing  feet. 
I  take  a  merry  ride 

when-ever  I  please. 
My  dear  little  pony 

is  our  own  good  dog. 
He  will  trot  pretty  fast, 

but  will  never  run  away. 
And  when  I  say,  "Get-up!" 

he  is  ready  to  go. 


I  had  a  little  pony, 

His  name  was  Dapple-gray; 
I  lent  him  to  a  lady 

To  ride  a  mile  away. 


114  LESSON  CXXXI. 


LESSON    CXXXI. 

What  a  queer  box  this  is  ! 
What  do  you  think  is  in  it  ? 
Papa  will  soon  come  home, 

and  I  will  ask  him  to  open  it. 
I  wish  to  know  what  is  in  the  box. 
Here  he  comes  now,  up  the  street ! 
Papa,  tell  us  what  is  in  this  box. 
Do  open  it  and  let  us  see. 
Oh,  it  is  a  box  of  green  tea ! 
How  I  like  the  smell  of  it ! 
I  will  ask  mamma  to  give  us  some. 
Mamma,  may  we  have  our  little  table 

and  play  with  our  tea-set  ? 
May  we  have  some  tea  and  sugar  ? 
No,  dear  ;  you  must  not  have  real  tea. 
Tea  is  not  good  for  children. 
You  may  have  some  milk  and  sugar. 
They  will  do  just  as  well. 
You  can  play  it  is  real  tea. 


LESSON  CXXXIL 


115 


LESSON    CXXXIL 


Now,  boys,  let's  have  some  fun. 
The  teacher  has  let  us  out 

at  half-past  three,  to-day. 
The  snow  is  deep  on  the  ground, 

and  let's  make  a  snow-man. 
All  right !  how  shall  we  make  it  ? 
We'll  roll  big  balls  of  snow 

and  place  one  upon  another. 
When  it  is  large  enough 

we  will  cut  out  a  head, 

with  a  hat,  eyes,  nose,  and  mouth, 


116  LESSON  GXXXIL 

Next,  well  make  his  arms  and  hands, 
with  a  body,  round  and  fat, 
rest-ing  on  two  short  legs. 

And  when  our  work  is  all  done 
well  stand  off  and  snow-ball  him. 

How  like  a  man  he  begins  to  look ! 

In  a  minute  well  have  him  ready. 

There  !  I  think  hell  do  wrell  enough. 

Suppose  we  stop  a  few  minutes 
and  take  a  good  look  at  him, 
wThile  we  warm  our  hands. 

Are  you  now  ready  for  the  sport  ? 

Let's  see  who  will  hit  him  first. 

My  ball  hit  him  on  the  nose. 

Fire  away  !  wholl  hit  him  again  ? 

There  goes  a  ball  into  his  mouth ! 

This  time,  well  all  fire  together. 

Ready  !  aim  !  fire  !  hurrah  !  hurrah ! 


LESSON   CXXXIIL 


117 


LESSON    CXXXIIL 


Flossie  has  a  pet  lamb 

with  wool  as  white  as  snow, 
and  a  gentle  looking  face. 

You  see  a  ribbon  round  its  neck. 

It  has  cunning  legs  and  feet, 
and  likes  to  jump  and  play. 

It  follows  Flossie  all  about, 
lays  its  head  in  her  lap, 
puts  its  nose  to  her  face, 
and  eats  from  her  hand. 


118  LESSON  GXXXII1. 

Flossie's  papa  owns  many  sheep, 

and  every  summer,  in  hot  weather, 

their  wool  is  cut  off. 
The  wool  is  made  into  cloth. 
The  wool-lens  that  keep  us  so  warm 

were  giv-en  us  by  the  sheep. 
It  does  not  hurt  them  any 

to  cut  off  their  wool. 
It  only  makes  them  cool  in  summer. 
It  grows  again  before  cold  weather. 
I  think  you  did  not  know 

that  sheep  are  so  use-ful. 


Little  Bo-peep 

Has  lost  her  sheep, 
And  can't  tell  where  to  find  them  ; 

Leave  them  alone, 

And  they'll  come  home 
And  bring  their  tails  behind  them. 


LESSON  CXXXIV. 


119 


LESSON    CXXXIV. 


I  live  in  the  country 

in  a  pretty  white  house 

with  green  trees  all  about. 
You  can  see  the  sun  and  sky 

and  have  room  enough  to  play. 
I  have  a  garden,  all  my  own, 

and  flowers  of  every  kind. 
The  birds  sing  from  morning  to  night, 

and  make  their  nests  near  by. 


120  LESSON  GXXXIV. 


Squirrels  frisk  about  on  the  walls 
and  rabbits  skip  in  merry  sport. 

Oli,  how  gay  and  happy  they  all  seem  ! 

Across  the  road  is  the  old  red  barn. 

And  what,  think  you,  live  in  that  ? 

Why,  two  big  horses,  ten  red  cows, 
six  little  pigs,  cunning  and  fat, 
and  woolly  sheep  and  lambs. 

There  is  the  old  barn-yard,  too, 
where  are  many  little  chickens, 
with  mother  hens  and  mother  ducks. 

They  are  so  tame  you'll  step  on  them 
if  you  do  not  take  care. 

I  can  play  in  the  woods  and  fields, 
or  go  down  to  the  pond  to  fish. 

Sometimes  I  row  in  papa's  boat 
and  get  sweet  pond-lilies. 

Oh,  I  love  my  country  home. 

I  would  not  live  in  the  city 
where  I  could  not  see  the  sky, 
the  trees,  the  fields,  and  the  hills, 
which  are  so  dear  to  me. 


LESSON  GXXXV. 


121 


LESSON    cxxxv 


You  love  your  country  home  ? 
Wait  till  you  see  the  city. 
Walk  down  our  busy  street 

and  see  all  the  people, 

the  houses,  and  the  stores 

full  of  every-thing. 
See  all  the  cars  and  wagons 

and  carriages  of  every  kind. 
See  all  the  boys  and  girls : 

how  bright  and  happy  they  seem ! 


122  LESSON  GXXXV. 

See  my  papa's  new  house, 

made  of  brick  and  stone, 

with  large  bay-windows. 
Ring  the  door-bell  and  walk  in, 

but  look  out  for  little  Jim; 

Jim  is  our  pug  dog. 
Take  off  your  hat  and  coat 

and  stay  to  dinner. 
In  that  biff  house  across  the  street 

live  my  grandma  and  grandpa. 
They  will  take  us  out  to  ride 

in  their  two-horse  easy  carriage, 

and  show  you  all  the  city. 
Then  well  drive  through  the  park, 

where  you'll  see  tall  trees,  lakes, 

green-houses,  and  beautiful  flowers, 
We  have  city  and  country,  both, 

and  everything  one  could  wish. 
Oh !  the  city  is  the  place  for  me. 


LESSON  CXXXVL  123 

LESSON    CXXXVL 

Little  boy  blue, 

Come  blow  your  horn ; 
The  sheep's  in  the  meadow, 

The  cow's  in  the  corn. 
So  this  is  the  way 

You  mind  your  sheep, 
Under  the  hay-rick 

Fast  asleep. 

Fie  on  you  !  fie  on  you  ! 

Little  boy  blue, 
And  fie  on  dog  Tray, 

Who  is  fast  asleep,  too ! 
Come  pick  up  your  crook, 

And  blow  your  horn, 
And  drive  the  old  cow 

From  the  field  of  corn. 


124  LJESSOJV  GXXXVIL 


REVIEW. 


LESSON    CXXXVII. 

I  am  sorry  you  hurt  your  finger. 
That  is  a  very  pretty  ice-pitcher. 
Let  us  make  a  large  snow-house. 
Who  will  kick  this  foot-ball  first  ? 
See  that  fly  crawling  on  the  wall. 
Who  is  the  best  scholar  in  school? 
Please  help  me  off  with  my  cloak. 
I  was  there,  too,  and  saw  the  sport. 
Will  you  have  a  drink  of  cool  water  ? 
Did  you  hear  the  boy  blow  his  horn  ? 
Be  careful  or  you'll  spoil  your  dress. 
Does  any  one  know  where  my  sled  is? 
An  owl  has  some  very  sharp  claws. 
Do  not  be  careless  with  those  matches. 
Was  that  you  talking  so  loud,  Sarah  ? 
Whose  mittens  are  these  on  the  floor  ? 
You'll  catch  cold  if  you  stand  there. 
I  have  two  beautiful  fan-tail  pigeons. 


LESSON  CXXXYIJL  125 


REVIEW. 


LESSON    CXXXVIII. 

Ah  !  you  rogue,  don't  do  that. 
It  is  dark  and  that  light  is  dim. 
I  wish  you  a  happy  new  year. 
Must  I  come  home  at  six  o'clock  ? 
It  is  too  cold  to  go  out  coast-ing. 
Are  you  ever  unkind  to  any  one  ? 
Did  you  have  a  merry  Christmas  ? 
A  tiny  mouse  ran  across  the  room. 
Have  you  kept  busy  all  the  time? 
How  rough  the  ice  is  on  the  pond ! 
Has  your  slate-pencil  a  sharp  point  ? 
When  you  kneel  in  prayer  God  sees. 
I  have  been  waiting  for  some  dinner. 
Mamma  loves  her  darling,  very  much. 
Where  did  you  buy  those  pretty  skates  ? 
Would  you  dare  to  touch  a  honey-bee  ? 
Does  every  wagon  have  four  wheels  ? 
Papa  will  blame  you  for  doing  wrong. 


126  LESSON  CXXXIX. 


REVIEW. 


LESSON    CXXXIX. 

Is  it  going  to  snow,  or  rain  ? 
Which  do  you  like  the  better  ? 
Don't  fret  just  because  it  rains. 
Back  the  horse  out  of  his  stall. 
I  am  going  to  walk  in  the  fields. 
Did  you  hear  the  door-bell  ring  ? 
Hear  the  rain  patter  on  the  roof. 
Dry  the  clothes  in  the  backyard. 
I  hope  you  are  feeling  very  well. 
How  could  you  rob  the  poor  bees ! 
We  are  having  very  pleasant  weather. 
Do  you  live  in  the  city,  or  the  country? 
We  burn  wood  and  coal  in  our  stove. 
Whose  playthings  are  these  under-f oot ? 
Do  you  wear  woollens  in  the  summer? 
Will  you  help  yourself  to  an  apple  ? 
Is  your  brother's  house  made  of  brick? 
May  I  tie  my  sled  behind  your  sleigh  ? 


LESSON  CXL.  127 


REVIEW. 


LESSON    CXI*. 

It  is  not  safe  to  throw  stones. 
You  need  have  no  fear  of  that. 
Why  did  you  not  keep  awake  ? 
Do  not  set  your  clothes  on  fire. 
Tie  a  pretty  ribbon  to  its  neck. 
How  came  you  up  on  the  roof? 
Fie  on  you  !  naughty  boy  blue  ! 
The  cloth  feels  soft  and  smooth. 
Don't  step  on  these  little  ducks. 
This  street  leads  out  of  the  city. 
Are  there  any  fishes  in  the  lake? 
Drive  those  cows  out  of  the  corn. 
If  you  will  lead  off  I  will  follow. 
Let  me  smell  of  your  pond-lilies. 
Let  vis  know  when  you  are  ready. 
How  dark  the  cloud  is  over-head ! 
Come  out  from  under  the  hay-rick. 
I  thank  you,  sir,  for  your  kindness, 


128  LESSON  OXLI. 


REVIEW. 


LESSON     CXLI. 

I  have  had  a  quiet,  pleasant  rest. 
Breakfast  will  be  ready  very  soon. 
Come  in  now  and  eat  your  supper. 
Will  you  ride  in  this  easy  carriage  ? 
Set  the  milk  and  sugar  on  the  table. 
How  deep  the  snow  is  on  the  ground! 
God  knows  and  loves  all  his  children. 
Let's  take  a  sleigh-ride  this  evening. 
A  robin  flew  in  through  the  open  door. 
They  played  hide  and  seek  together. 
Suppose  we  take  a  walk  in  the  park. 
See  those  rabbits  skip  and  frisk  about. 
The  stores  are  full  of  beautiful  things. 
Brush  your  teeth  and  comb  your  hair. 
Many  very  poor  people  live  in  the  city. 
Can  you  spare  some  honey,  busy  bees  ? 
Make  a  fire  and  keep  the  room  warm. 
May  God  in  heaven  bless  us,  every  one ! 


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